assessment vs evaluation.pdf
TRANSCRIPT
-
8/9/2019 Assessment vs Evaluation.pdf
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In
alrnost
all
aspects
of
a scientific
inquiry or
stuc{y,
prof,essionals
use
their
own methods
to help
them arrive at
their
solution.
Doctors, nurses, scientists and many others
all
agree,
that a
step by
step
approach
to
p
In the
said
process,
the
steps often
inclirde
assessmer.ts,
.'oal
qetfins.
plans,
l
The
two Sections
that
are the
rnost
worthy to
mention,
are
the
assessment
phase
and the
evaluation
phase.
In
an aslessment,
yau
are
goin@
data.
which
includes
the objective
and sfi
EvgLilglhat
has
tre
is-included-ln
this
pGifirnA{y
step
ire
filst
siep
in.a
scientiic
process
or
inquiry,.
This
forms the basis_for
futwe
evaiuatiryrs-whether
there
haFEeen?
change or
not, and
is
consideredtobet@t:t}restudy.itisalsoimporrant.too-ot",thatriremain
HryO
in the subi
.
This subject
can
b-e oT?ny
tfpe,
may
it
6-e a
ng
or event,
aplace,
a condition or an
individual.
Evaluatioflcan
result
in
thieelhisgf,:
One
is
that tirere
has
been a
positive
chauge.
the
second
beinc a 6ilT6il1ast
being
of
e _ail.
By
eomp*"rin-f.the
outoomes
with
the
preiiminary
data-noted rn the
asses.srnent,
clinicians
can
easily
tbrm the basis of tleir evaluation. In the case of
ers. f,or
examole- when
thev cive
ceftain
-
to
their
students, ihey are al
ion. It
is
throuEh
this
nrocess
that they
can
learning
of
their
lim*$
enrfs
of
sEI eciemtific
iitcluiries, Thev
n*ecl-each
other,
*mS.tliey
sinpliort one*arloflie{,'F}:ey are:rlso
essentiatr
'oI
-t&
e i ryp
royolrleq{
q{
f
hs_
gurh_
etl
g
.q
r:
[]-,]
p_
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q
rS
m
&
POINTS FOR
COMPAruSON
1.
Assessment is
.done
at
the beginning of the inquiry,
whereas
evaluation is
usually done
at
the
end.
2.
Assessrnent
seeks
to
note
down
all
data,
both
subjective
and
objective, while
evaluation
notes
down whether
there
has
been changes tr iraprovements
in the
data.
Subjeetive vs Oh"iective
In
stories,
newspapers, and
the
spoken word,
people
all
over
the world
are
trying
to
convince
you
to think as they
do.
They
are
bornbarding
you
with
facts
and
figures,
opinions
and
projections.
It is
up
to
you
to
create order within
this
chaos
and
find
the
patterns
that
will help
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Sbjective
& Suhjective
as
Defined
d
ne
r,s?oxsd
tn
*u
qtdlll'
O-bfeclrvg
is
a
statement
that
is
corupletely
unbiased.
previous experiences
or tastes.
It
is
verifiable
by
lookeng up
yo'rr
to
understand
what
is
tr*e,
what could be
true, and
r,vhat
is
outright
false.
In
order
to
do
all
this,
you
need
to
have afirm
grip
on
wirat is ubjective
aad
what
is subjective.
It
is not
touched
by
the
speaker's
fucts
or
performing
mathematical
calculations.
Subiectiv6
is
a dtaternent
that
has been colo
#- .r
--'f
a?{inunTnl'''on'
{
1*
u dthternent tha
It
oftenEai
a BEis
in
reaiify,
but
reflects the
It cannot
be verified
using
concrete
facts
and figures.
lVhen
to be
Objective
and
Subjective
Objective
:
it
is
important
to
be
objective when
you
are
making
any
kind
of
a rational
decision.
it *igt
t
involve
purchasing
something
or
cleciding
which
job
offer to
take.
You
should
aiso
be
objective
when
you
are
reading,
especialiy
news soilrces.
Being objective when
you
are
meeting
and
having
discussions
with
new
pe*plo
helps
yo$
tc
keep
yow
concentratioa
focused
on
yopr
goai,
rather
than
on
ariy
emoticils
ycur
meeting
might trigger.
Subjective
: can
,;ie
used
whsn notiiing
tangible
is
at
stal
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8/9/2019 Assessment vs Evaluation.pdf
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Forruative vs
$ummative
Assessment
As
students,
you
often wondered
why
you
have
to take
quizzes
and tests
as
you go
along
in
the
discussion
of,your
lessons. At the end
of
the
unit,
you
also have the
more cornprehensive
and
harder examinations th,at
you
treed
to sfudy well.
These
are actually tools
that
teachers
use, so that
they
can
evaluate
the
degree
'of
understanding
and
progress
a sfudent has
made
in
class. These will allow
her to
know
if
the
students hav-e tlenefitod
from her
methods or
not.
Formative
and summative
assessments will
allow
her
to
determine
whether
her methods
are
effective
ia conveying
the knowledge that
she
wants to impart to
the students.
Formative Assessnneno
,
Wu
Formative assessment
is
a teachin
---
tudents
have
learned
and
how
much the
pery
been
assl
ffizzes
and class discussions.
They
are
given
more frequently
but carry
lesser
grading
weight, because they
are
only
used
to
deterrnine
which
areas
in
the teacher's
instructions
are not understood
by
the
students
and
how much
aiewher still
have
to
teach
them.
-
Ebr$atiye-
asoessmenJs
allor,v teachers
to
know the effectiveness
of
learning tools
and
help them
change
their
methods
and
find whlch ones
are
rnore
effective
in
heiping the
students
understand what
is
being
discussed in class.
Summative
Assessment
Summative
assessment
is
a
teaching tool
that
evaluates
students
is of
deterrninine
the
the student
for
the
rurit
that has
It
is
used to
evaluate whether the
students
are reari
to
take statewide
tests and to
provide
infonnation
on
the
progress
made by schools,
its adminisfiators
aad
public
or
locai
agencies
in
relation
to
policies
in
education.
Surnrnative
assessrneats
are
conducted
formally
and can
be
in.the
form
of_quizzes.
es@y
are
given at
the end
of
a
unit to
determine
how much the
student
has
learned
abouJthe whole
lesson
and
if
they
have
met
academic
standards.
They can
also
help
the
teacher find
better
teaching
methods
to
use, if
the
summative
assessment
results
are not
satisfactory.
SLMMAR.Y
1.
Formative
assessments
me
given
more
fiequently
than'summative
assessments.
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8/9/2019 Assessment vs Evaluation.pdf
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2. Formative
assessments
are
less
formal
than summative
assessments.
3. Forrnative assessments are
used to
determine
how
much
the students
have leamed
and
what
they
still
have to
learn,
while
summative assessments are used
to
determine a student's
overall
performance in
a
certain
unit.
4. Formative
assessments
allonr
teacirers
to
asssss
their
teaching
rnethods
and
make changes to
help students
understand
the
lesson,
while
sumarative
assessmeats
wili aliow
teachers
to
change
her teaohing
methods
for the next school
year,
if
students
did
not
perforrn
well
5. Formative
assessrnent
grades
do
not
carry much
weight,
while
summative
assessment
grades
are the
basis
f,or determining
the
readiness
of
the students
to take
statewide
tests and
in
evaluating
his
overatrl academic
performance.
Methods
of
Assessmsfit
With the release
of the National
Science
Education
and
what we, as
teachers,
assess
in
our classrooms
will
multifaceted
science
reform effort currentiy
underway.
As
Standards,
become
a
the
issues
of
why,
how,
major
challenge
in
the
are chansi
about
what
constitutes
inquiry-based
and
actl
solvins^ there
i
curricul
a4
gqlg$qment.
Classroorn
assessment
techniques
are
focusin
children.
46u//
)
Selecting
methods af
assessment
4
1
Adapted
by
Lee Dunn
from:
Morgan, Chris
(1999)
Southern Cross
University, New
South Wales,
Australia.
(Unpublished
material
for
Souther:l
Cross
University booklet'Assessing
Sfudents')
There is a wealth
of assessment
methods
used
in
higher education
to assess
sfudents'
achievements.
The
primary
goal
is to choose
a method
which
most
effectively
assesses
the objectives
of
the
unit
of
study.
In
addition, choice
of
assessment
methods should
be aligned
with
the overall
aims
of the
program,
and
may
include
the
developrnent of
disciplinary skills
(such
as
critical
evaluation or
problem
solving) and support
the development of vocational competencies
(such
as
particular
comrnunication or team
skills.)
Hence, when
choosing
assessment items, it
is
useful
to
have
one eve on
the
imm
task'of assessing student learning
in
a
purti.ului
un
th"
broade,
iig-
as-sessments
more
ctrosely with the
instrudtional
strategies actually used with
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8/9/2019 Assessment vs Evaluation.pdf
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8/9/2019 Assessment vs Evaluation.pdf
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It is
usefui
when
working
co-operatively,
working
being self-directed,
managing
time, managlng
tasks,
"
Journal
.
Portfolio
"
Leaming
Contract
r
Group
work
5.
Accessing and
managing
information, Tiris
is
very useful
when
researching
investigating,
inter$i6r-ng
organizing
inforrnation,.reviewing
and
parai:hrasing
information,
collecting
data,
searching
and managing
information sources, observing and
interpreting.
.
Annotatedbibliography
.
Project
.
Dissertation
.
Applied
task
"
Applied
problem
6. Demonstrating
knowledge
and understanding-recalling, describing,
reporting,
recounting,
recoguztng,
rdentltyrng,
relatrng
&
rnteffel
atlng.
o
Written examination
"
.
Oral exunination
.
Essay
e
Report
,
Comment on the accutacy of a set of records
.
ProduceanA
-Zaf
...
.
Write an answer to a
client's
question
.
Short
answer
questions:
TruelFalse/ Multiple Choice
Questions
(paper-baseC
or computer-
aided-assessment)
7. npgrag,-creating
performing-imagining
visualizing, designing,
producing
creating,
innovating
performing
.
Portfolio
.
Performance
o
Preseatation
"
Hypothetical
.
Projects
,
communication
within
a
group,
verbal,
describing,
advocating,
interviewing,
negotiating,
presenting;
using specific written forms)
.
Written
presentation
(essay,
report,
reflective
paper
etc.)
-
8/9/2019 Assessment vs Evaluation.pdf
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u
Oral
presentation
o
Group
work
"
Discussion/debatelroiepiay
.
Participate
in
a
'Court
of Enquiqy'
o
Fresentation to
camera
q
Observation
of
real or simulated
professional
praciice
The
Nature
of
Assessment
Assessment
can
be
defined
as
a sarnple
taken frorn
a larger
domain
of
content
and
process
skills
that
allows
one
to
infer
student
understanding
of
a
part
of
the larger
domain
being explored.
The sample
may
include
behsviors,
p{oilqcIs,
knory.lq{k,
-and
pjrtorimances.
Assessment is
a
continuous-
otcoing
process
t-hat
invoives
examining and
i----
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8/9/2019 Assessment vs Evaluation.pdf
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scientifically,
to
apply
science
concepts to real-world situations,
and to communicate effectively
what
the
chiid
knows about science.
Assessment of
scientific
facts, concepts,
and
theories
must
be
focussd
not only on
measuring.knowledge
of
subject
matier,
but on
how relevant
that
knowledge
is in building
the
capacity
to apply
scientifio
principles
on
a
daily basis.
The
teacher's
role
in
the
changing
landscape
of
assessment
requires
a
cliange
from
merely
a
collector
of
datq
to
afacilitator
of
student uncierstanding
of
scientific
principies.
Variety
in
assessment
It
is
interesting
to note
that
the
eight
learning outcornes
tristed
above
would
be broadly
expected
of
any
graduating
learner
from
a
higher
educatian
program.
Yet,
when
choosing
assessment
items, we
tend
to
stay with
the
known
or the 'tried
and
true
methods',
because
they
seem
to
have
the
ring
of academic
respeotability,
or
possibly
because
it
was the way
we were
assessed
as undergraduates ourselves.
From leamers'perspectives,
however,
it often
seems as
if
we
are
turning
them
into'essay
producing
machines'
or
'examination
junkies'.
When chocsing
methods it
is
important
to offer
variety to
learners
in the way they
demonstrate
their
learning, and to help them to
develop
a well-
rounded
set
of abilities
by the
time they
graduate.
Achievement
vs Aptitude
Tests
In iine with
educatiorr,
taking tests
has
been-a way
of life for
strdents who
are
still
studying
in
schools.
There are many types
of
tests
that
gauge
various
strengths or
weaknesses
of a student. Often
they
are taken
to measure
the
psychological,
logical,
and
general
intelligence_of
a student. Some
of
the ruore
popular
test
forms
administered
'
nowadays
are the
achievement
and aptitude
tests.
.
To
measure one's
ability or
capability
to
leam, an aptitude
test
is the most
appropriate
test
form
to
be administered.
Taking
such
a
test will
help
evaluators,
parents
and
teachers
foretell how a
particuiar
student
is likely to
fair
in
school. Because
of
the
nature
of
this
exam,
there's
actually
no
need_to
study
or
prepare
ior
it
because
you
don't
havt any
specific
rneans to study
for
an
aptitude
evaluation.
Nonetheiess, there are
some
techniques
that
may help
the student
gain
better
results
f,or
an aplitude exam.
These
arcthe
foilowing:
1.
Foster
or
encourage reading among
your
students.
2. Converse
with
them on
topics thatare
leaning more on current
events
3. Provide
a
dictionary
and
thesaurus readily available
for
your
students for
quick
reference with
sorne
newly eacountered words or
terms.
-
8/9/2019 Assessment vs Evaluation.pdf
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4.
Take
them to
art
galleries,
museums,
libraries
and other
enriching
locations
within
the
area.
Converseiy,
achievement tests
are
very
different
in
the
sense
that
these exams are taken
to
gauge
the
extent of what
the
chitd
or student
has
already
learned.
In this
regard
skills
and
cunent
knowledge
regarding
both famitiar
and
trivial
subject
matters,
which
were rnost
likely
discussed
previously,
can
all
be
included. This type
of
test
is probably
the rnost
commonly
used
test
form
at school
because
almost
all
test
that measwe the knowledge
of
what the
students have
leamed f,rom the
lessons
are
achievernent
exarns like
long test,
preliminary
exafi1s,
midterm
and
final exams.
When
taking
achievement tests,
the student must
first have
some time to refresh his
memory
and
study.
Repeated
and
quality
reviews can help
the
student
get
higher marks for
achievement
exams.
SUMMARY
1.
Achievement
tests are used
to
predict
the
student's
likelihood
to
pass
or
perform
in
school
whereas achievement
tests are
those
that
measure
what
the student
has
already
learned
in
general.
2. There is
almost
no specific or
guaranteed
way
to
prepare
for
an aptitude
tost
while
a
review,or
study on
previously
learned
lesson
can be
used
to
prepare prior
to achievement
test.
TTTREE
(3)
STAGES CIF ASSESSHIENT
Assessment can be divided
into
three
stagesPbaseline
assessment,
formative
assessment,
and
sua[mative
assessment.
Baseline
asserygg _estab
elfixfenl's
.-n--17Js;*---
provides
i
instruction
oerstanor
-r-
throughout the unit, ummative assessment
informs
both
6e
student
an-dThe
teacher
about
ifresthaffi.
in
classroom requires
the
use
of
a
variety
of assessment
formats,
Some
formats,
and the
stages
of
assessment
in
which
they
most
likely
would occur,
are
shown
in the table.
1
I
i
f
.-
.-
'---'"'
I
j
Format
i
ASSTSSMENT
TORMATS
i-^^^,.,..^
-
iOrat
and
unitten
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inaruiOuai**p"rirr".
i
;IJaselme i '
i-
l;:::-::- -- i
iBaseline
iAssessments i
JrlrDvoourv,ar
jAssess
prior
knowledge
i
J/
rodvoourv,ar
jAssess
prior
knowledge
i
j
iMultiple
choice,
;hrtd*.r,
"i.uy,
"orit
ribA
i-
il-O.rr
and
Pencil
iresponse,
written
reports
iFormative
i
lests
i
I
tl,r
i
iAssess
students
acquisition
of knowledge and
concepts
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wide
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o and
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