Assessment and Evaluation Difference: Assessment and evaluation are two terms that are often used interchangeably, but they have distinct meanings and purposes in various fields, including education, psychology, and business. Understanding the difference between assessment and evaluation is crucial for professionals in these fields to make informed decisions and effectively measure progress.
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In this article, we will delve into the definitions of assessment and evaluation provided by experts, explore how they are related, and highlight the key differences between the two.
WHAT IS ASSESSMENT?
The term assessment is the vast diversification or variety of tools that educators/teachers use to evaluate and measure the learning progress and skill acquisition of students.
Assessment is the process of testing the knowledge, skill, attitudes, and beliefs acquired by the students. It is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using the information to increase students’ learning and development.
Assessment can be defined as the process of gathering and analyzing information or evidence to measure and evaluate an individual’s knowledge, skills, abilities, or performance.
It is a systematic approach used to obtain data and insights that aid in making informed decisions, tracking progress, and identifying areas for improvement. Assessments can be conducted through various methods, such as tests, quizzes, observations, interviews, and projects.
In other words, assessment is the systematic process of documenting and using empirical data on knowledge, skill, attitudes, aptitude, and beliefs to refine programs and improve student learning.
The assessment can be of the following types: FORMATIVE ASSESSMENT, and SUMMATIVE ASSESSMENT
DEFINITIONS OF ASSESSMENT
According to Palomba and Banta, “It is a systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.”
Huba and Freed (2000), “It is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences.”
According to Allen (2004) “Assessment involves the use of empirical data on student learning to refine programs and improve student learning.
Erwin has also said about it (in 1991) that, “Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using the information to increase students’ learning and development.”
WHAT IS EVALUATION?
Evaluation, on the other hand, is the systematic process of interpreting and making judgments about the significance, value, or quality of something. It involves assessing the effectiveness, efficiency, and relevance of a program, project, or intervention.
The evaluation aims to provide a comprehensive understanding of the outcomes, impacts, and overall worth of the subject being evaluated.
It includes the basic variables of the causal model of an evaluation (outputs, outcomes, impacts) The aim of the evaluation is in terms of the qualitative monitoring and quantitative assessment of programs. In short, evaluation could be defined as the “value Judgement”.
DEFINITIONS OF EVALUATION
In the words of James M. Bradfield: Evaluation is the assignment of symbols to phenomenon, in order to characterize the worth or value of a phenomenon, usually with reference to some cultural or scientific standards.
According to Thorndike and Hegan: The term evaluation is closely related to measurement. It is in some respect, inclusive including informal and intuitive judgement of pupil’s progress. Evaluation is describing something in term of selected attributes and judging the degree of acceptability or suitability of that which has been described.
HOW ASSESSMENT AND EVALUATION ARE RELATED?
Assessment and evaluation are closely related but serve different purposes within a broader framework. Assessment is a part of the evaluation process. It involves collecting data and evidence to measure specific aspects of an individual’s performance or learning.
The results obtained from assessments contribute to the overall evaluation of an individual, program, or intervention. Evaluation, on the other hand, takes a more holistic approach and involves the synthesis of multiple assessments, along with other relevant data sources, to form a comprehensive judgment.
ASSESSMENT AND EVALUATION DIFFERENCE
While assessment and evaluation share similarities, several key differences set them apart:
| ASSESSMENT | EVALUATION |
|---|---|
| 1. Assessment focuses on measuring specific knowledge, skills, or abilities of individuals. | 1. Evaluation examines the overall effectiveness, impact, and value of programs, projects, or interventions. |
| 2. Assessment is typically narrower in scope, focusing on a specific area of interest, such as academic performance or job skills. | 2. Evaluation, however, encompasses a broader perspective and considers multiple dimensions and factors. |
| 3. The purpose of assessment is to provide feedback, track progress, and identify areas for improvement. | 3. The evaluation aims to determine the worth, effectiveness, and impact of a program or intervention. |
| 4. Assessments are often conducted periodically or at specific intervals to measure progress. | 4. Evaluations, on the other hand, can occur at different stages of a program or project, including before, during, and after implementation. |
| 5. Assessments rely on various sources of data, such as tests, observations, or interviews, to gather evidence about an individual’s performance. | 5. Evaluations draw data from multiple sources, including assessments, surveys, interviews, and statistical analysis, to provide a comprehensive analysis. |
| 6. Assessments primarily target individuals or immediate stakeholders involved in the learning process, such as teachers, students, or parents. | 6. Evaluations cater to a wider audience, including policymakers, funding agencies, and program managers, to inform decision-making and resource allocation. |
DIFFERENCE BETWEEN ASSESSMENT, EVALUATION, AND MEASUREMENT
Following are the differences in the assessment, evaluation, and measurement:
| Assessment | Measurement | Evaluation |
|---|---|---|
| The process by which the attributes or dimensions of some physical objects are determined. | Provides feedback on performance and areas of improvement. | An act of passing judgment on the basis of a set of standards. |
| It is diagnostic in nature | Achievemental in nature. | Judgemental in nature. |
| Provides day-to-day feedback in quantitative form. | Product-oriented. | Determines the extent to which objectives are achieved. |
| It is process oriented. | Process and procedure oriented. | Based on the level of achievement of students. |
| It is based on observation, as well as negative and positive points. | Reflective in a relationship. | Based on the level/standard of quality. |
| Both quantitative and qualitative tools are used. | Aspirational. | Prescriptive. |
| Absolute | Quantitative | Comparative |
| Observation based | Achievement based | Objective based |
| Tools are observation, checklist, rating scales, and interview, and it gives qualitative results. | Written and oral tests are used as tools and it gives Quantitative results. | Both quantitative and qulitative tools are used. |
| It is formative process oriented | It is very objective. | It is subjective |
| Ongoing | Provides numerical data | conclusive and provide closure. |
ASSESSMENT AND EVALUATION DIFFERENCE
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