The process of evaluation and assessment may appear as straight-forward concepts to many. However, that may not be the case. There are many factors that occur in both concepts, along with many variations. Often times the two terms are tended to be used interchangeably, since it may be unbeknownst that they indeed differ from each other.
Evaluation is the act of judgement. It is meant to be used broadly, and typically in reference to curriculum writing. Grading should not be confused with evaluation. A grade is a letter, number, or symbol which is given to represent the level of achievement following an evaluative judgement. In order for a teacher to determine the student’s grade, they must first gather information from the evaluation. The grade may reflect a measurement, such as a percentage, which should include a process of quantification, using counted numbers, to determine the degree in which a performance reflects the agreed standard set by the teacher.
In comparison, assessment is the determination of levels of students’ performance. As mentioned, there are many variations of assessment. The variations are to be used in different situations, where they would be found most appropriate. For example, teachers should be constantly using diagnostic assessments within the classroom. This is for the purpose of identifying students’ strengths and weaknesses. From here the teacher is able to adjust for the students’ needs accordingly. When the teacher gives feedback that is unique to a single student in order to help them grow, and achieve learning objectives, that teacher is using formative assessment. A teacher may also do the parallel of this, where the teacher compares the students’ performance to others, which is called summative assessment. The purpose of this type of assessment is used to help determine access to educational opportunities for the student, such as acceptance to college.
Lastly, there is also qualitative and quantitative assessments. Qualitative assessments are to be used when judging a student’s abilities in concepts like imagination, creativity, and technical skills. Qualitative assessment judges the quality and craftsmanship of the presented work. Quantitative assessment is used when the judgement is made through measurement. For example, when a student is asked to write 150 words or more, and they only write 100, they did not fulfill the requirement entirely, and the work may then be evaluated or graded accordingly.
It is important for teachers to know how to assess and evaluate students properly. For a teacher to be able to do so, they must first know the difference between the two, and how the terms are meant to be used. Additionally, the teacher should also be aware of the several variations of assessment, to have a well-rounded classroom that is productive for the student’s best interest.
Evaluation is the act of judgement. It is meant to be used broadly, and typically in reference to curriculum writing. Grading should not be confused with evaluation. A grade is a letter, number, or symbol which is given to represent the level of achievement following an evaluative judgement. In order for a teacher to determine the student’s grade, they must first gather information from the evaluation. The grade may reflect a measurement, such as a percentage, which should include a process of quantification, using counted numbers, to determine the degree in which a performance reflects the agreed standard set by the teacher.
In comparison, assessment is the determination of levels of students’ performance. As mentioned, there are many variations of assessment. The variations are to be used in different situations, where they would be found most appropriate. For example, teachers should be constantly using diagnostic assessments within the classroom. This is for the purpose of identifying students’ strengths and weaknesses. From here the teacher is able to adjust for the students’ needs accordingly. When the teacher gives feedback that is unique to a single student in order to help them grow, and achieve learning objectives, that teacher is using formative assessment. A teacher may also do the parallel of this, where the teacher compares the students’ performance to others, which is called summative assessment. The purpose of this type of assessment is used to help determine access to educational opportunities for the student, such as acceptance to college.
Lastly, there is also qualitative and quantitative assessments. Qualitative assessments are to be used when judging a student’s abilities in concepts like imagination, creativity, and technical skills. Qualitative assessment judges the quality and craftsmanship of the presented work. Quantitative assessment is used when the judgement is made through measurement. For example, when a student is asked to write 150 words or more, and they only write 100, they did not fulfill the requirement entirely, and the work may then be evaluated or graded accordingly.
It is important for teachers to know how to assess and evaluate students properly. For a teacher to be able to do so, they must first know the difference between the two, and how the terms are meant to be used. Additionally, the teacher should also be aware of the several variations of assessment, to have a well-rounded classroom that is productive for the student’s best interest.
Sources:
Boughton, Translations Assessment of Student Learning in the Visual Arts
Boughton, Translations Assessment of Student Learning in the Visual Arts