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Assessment, Evaluation, Test, Examination, measurement
Basis for further pedagogic decisions
Continuous and Comprehensive Assessment
Critical review of current Evaluation practices and their Assumptions about learning and development
Dimensions and levels of learning
Distinction between 'Assessment of Learning' and 'Assessment for Learning'
Enlarging notions of 'subject-based learning' in a constructivist perspective
Evolving suitable criteria for assessment
Feedback as an essential component of formative assessment
Formative and Summative Evaluation
Formulating tasks and questions that engage the learner and demonstrate the process of thinking; scope for original responses
Kinds of tasks - projects, assignment, performances
Kinds of tests and their construction
Observation of learning processes by self, by peers, by teacher
Organizing and planning for student portfolios and developing rubrics for portfolios assessment
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Assessment, Evaluation, Test, Examination, measurement
is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the
Academic Exchange Quarterly
: "Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks"
is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and we assess verbal and quantitative skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most usefully connected to some goal or objective for which the assessment is designed. A test or assessment yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward. Either the skill exists at some acceptable level or it doesn’t. Skills are readily demonstrable. Assessment of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We can assess a person’s knowledge in a variety of ways, but there is always a leap, an inference that we make about what a person does in relation to what it signifies about what he knows. In the section on this site on behavioral verbs, to assess means To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions.
is perhaps the most complex and least understood of the terms. Inherent in the idea of evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation. Generally, any evaluation process require
s information about the situation in question. A situation is an umbrella term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will yield information regarding the worthiness, appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. For example, I often ask my students if they wanted to determine the temp
erature of the classroom they would need to get a thermometer and take several readings at different spots, and perhaps average the readings. That is simple measuring. The average temperature tells us nothing about whether or not it is appropriate for learning. In order to do that, students would have to be polled in some reliable and valid way. That polling process is what evaluation is all about. A classroom average temperature of 75 degrees is simply information. It is the context of the temperature for a particular purpose that provides the criteria for evaluation. A temperature of 75 degrees may not be very good for some students, while for others, it is ideal for learning. We evaluate every day. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done in the context of comparisons between what was intended (learning, progress, behavior) and what was obtained. When used in a learning objective, the definition provided on the ADPRIMA site for the behavioral verb evaluate is: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect.
The definition of evaluation is often problematic and it can be argued that evaluation does not need a definition. Practical problems are not due to a lack of a definition but rather are a result of attempting to define evaluation.
(or "exam") is an
intended to measure a test-taker's
, or classification in many other topics (e.g.,
). In practice, a test may be administered orally, on paper, on a
, or in a confined area that requires a test taker to physically perform a set of skills. The basic component of a test is an
, which is sometimes colloquially referred to as a "question." Nevertheless, not every item is phrased as a question given that an item may be phrased as a true/false statement or as a task that must be performed (in a performance test). In many formal standardized tests, a test item is often retrievable from an
A test may vary in rigor and requirement. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a
|]]] A test score may be interpreted with regards to a
, or occasionally both. The norm may be established independently, or by
analysis of a large number of participants.
A formal test that is
is one that is administered and scored in a consistent manner to ensure legal defensibility.
A standardized test with important consequences for the individual test taker is referred to as a
high stakes test
. Standardized tests are often used in
, and many other fields.
refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or preferences also applies. However, when we measure, we generally use some standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. There are few such instruments in the social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a classroom is in terms of square feet, we measure the temperature of the room by using a thermometer, and we use Ohm meters to determine the voltage, amperage, and resistance in a circuit. In all of these examples, we are not assessing anything; we are simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes. When used in a learning objective, the definition provided on the ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale.
To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes.
Here is a great link that offer different ideas about these three terms, with well-written explanations. Unfortunately, most information on the Internet concerning this topic amounts to little more than advertisements for services.
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