The difference between assessment and evaluation
Student Affairs administrators employ assessment and evaluation to better understand the needs of a constantly changing student population. In addition, assessment and evaluation are used to foster student learning, such as identity and skill development. Assessment and evaluation are also used to improve the quality and affordability of programs and services. Furthermore, assessment is about gathering information. The information gathered is based on the purpose of the assessment. An assessment can be as simple as an exercise in which a teacher gathers information from students, interprets it, and makes judgments about their performance. Evaluation is to measure the effects of a program against the goals it set out to accomplish as mean of contributing to the subsequent decision making about the program and improving future program making. Moreover, assessment is conscious and systematic activities used by teacher and student to gather information, analyzing and interpreting it, drawing inferences, making wise decisions and taking appropriate actions for the service of improving teaching and learning. Evaluation is the systematic examination and assessment of the features of an initiative and its effect, in order to produce information that can be used by those who have an interest in its improvement or effectiveness.
The aim of evaluation is to contribute toward solving practical problems, in terms of what works and why. It is about collecting information to inform action. Most of all it is about learning from experience. Evaluation is essentially about determining the extent to which certain valued goals have been achieved. Assessment provides feedback on knowledge, attitudes, skills and work products for the purpose of rising up future performances and learning outcomes. Evaluation is an intrinsic part of teaching and learning. It is important for the teacher because it can provide a wealth of information to use for the future direction of classroom practice, for the planning of the courses, and for the management of learning tasks and students. Evaluation is a natural activity; something that is very much part of our daily existence. It is something that can be formal or informal. Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged.
Purposeful gathering of information, usually from multiple sources, to describe specific characteristics of people, objects. Assessment can include a variety of strategies, including test, as source of information about student learning. Evaluation
Making a judgment of the value or worth or meaning of an activity, event or body of information Evaluation is the value interpretation and judgments of outcomes of the date collection process in decision- making context; for example, deciding in whether the styles for instructions for a dash jump is correct whether the curriculum design is appropriate for a school.
Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. “Formative” assessment is measurement for the purpose of improving it. “Summative” assessment is what we normally call “evaluation.” Evaluation is the process of observing and measuring a thing for the purpose of judging it and of determining its “value,” either by comparison to similar things, or to a standard. Evaluation of teaching means passing judgment on it as part of an administrative process.
Emphasis on the teaching process and progress
Emphasis on the mastery of competencies
Focus on the Teacher Activity or Student Activity
Focus on Student Performance or Teacher Performance
Methods include: Student Critiques, Focus Groups, Interviews, Reflective Practice, Surveys and Reviews Methods include: Test/Quizzes, Semester Projects, Demonstrations or Performances Purpose is to improve the teaching and learning process
Purpose is to assign a grade or ranking
Assessment and evaluation are valuable elements in the learning process. Assessments and evaluations are excellent learning process for providing feedback and for helping students to be self-directed. Both are important in the learning environment. A combination of both tools will help to make more manageable and self-directed for the student. Assessment and evaluation is used by teachers and can help students to build some learning skills. Assessment and evaluation are processes into education, because they are a kind of help for students and teachers, too. Moreover they are such a tool to teachers because they help to measure the knowledge from the students, which is very important.
Assessment and Evaluation are two different words, but at the same time, they are very close. And as they are different, there are a number of definitions for these words that are very useful in education. We are going to show what the differences are between these important words. Also, they are called processes into education, because they are a kind of help for students and teachers, too. Moreover they are such a tool to teachers because they help to measure the knowledge from the students, which is very important. Because that way, teachers can know what students need in order to improve the learning process.
But, let’s think how can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? Countries use a range of techniques for the evaluation and assessment of students, teachers, schools and education systems. Many countries test samples and all students at key points, and sometimes follow students over time.
We have to remember that it is impossible to separate these concepts; also they are related with testing. However, in the educational context the results of a test may determine whether a learner moves into a higher class, or stays down and repeats a year. All these things in an educational context should be systematic according to certain guiding principles using carefully defined criteria.
Green, J. South, J. (2006). Evaluation. Retrieved on September 17th, 2013 from http://books.google.hn/books?id=Zu-JX77waQoC&printsec=frontcover&dq=evaluation&hl=es&sa=X&ei=Zyc5UpDBApLd4APkvoDQDg&ved=0CC4Q6wEwAA#v=onepage&q=evaluation&f=false Rea-Dickins, P. (1992). Language Teaching: A Scheme for Teacher Education. Retrieved on September 17th, 2013 from
http://books.google.hn/books?id=k-9VWG0mM2kC&printsec=frontcover&dq=evaluation&hl=es&sa=X&ei=ACk5UqajHcbD4AOepYG4Dw&ved=0CEAQ6wEwAg#v=onepage&q=evaluation&f=false Berry, R. (2008). Assessment for Learning. Retrieved on September 17th, 2013 from
http://books.google.hn/books?id=dc1CFGSvypQC&printsec=frontcover&dq=assessment&hl=es&sa=X&ei=gSo5UovCCJf64APJi4D4BA&ved=0CDEQ6wEwAA#v=onepage&q=assessment&f=false Walvoord, B. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments and General Education. Retrieved on September 17th, 2013 from
http://books.google.hn/books?id=LuxuBenfN-EC&printsec=frontcover&dq=assessment&hl=es&sa=X&ei=BCw5Ur6jApO54AOsnYDwBw&ved=0CEgQ6wEwAw#v=onepage&q=assessment&f=false Word Reference. (2008). Retrieved on September 17th, 2013 from http://forum.wordreference.com/showthread.php?t=1117740&langid=24