Assessment vs Evaluation.pdf

8/9/2019 Assessment vs Evaluation.pdf

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f

ssesdnee*t

vs.

E*raluation

ff@*rt^u

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Sonr

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&-4,"

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fr

ie

rwf

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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

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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


2/12

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


3/12

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.


4/12

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


5/12


6/12

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.)


7/12

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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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.


10/12

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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

r.rpomm

based on

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

j

6r,t,t@furrprfrtr

-t

dedtEny

o

kftolr,nfi

(

g,trWluulu,

q.

Rne ,t1ga

p

-fue,f{ahrw

The

wide

range

o and

skills

that

can


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Assessment vs Evaluation.pdf

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Transcript of Assessment vs Evaluation.pdf