1. EVALUATION PROCEDURES: BASIC CONCEPTS
Jo I. Bartolata, Ed.D

3. Assessment refers to the wide variety of methods that educators use to
evaluate, measure, and document the academic readiness, learning
progress, and skill acquisition of students from preschool through college
and adulthood.

4. ASSESSMENT is the process of gathering information about student
performance; commonly used for the word measurement.
Assessment focuses on learning, teaching and outcomes. It provides
information for improving learning and teaching.
Assessment is an interactive process between students and faculty that
informs faculty how well their students are learning what they are teaching.
The information is used by faculty to make changes in the learning
environment, and is shared with students to assist them in improving their
learning and study habits. This information is learner-centered, course
based, frequently anonymous, and not graded.

5. EVALUATION: A process in which the teacher uses
information derived from many sources to arrive at a value
judgment. Evaluation might be based on measurement data
but also might be based on other types of data such as
questionnaires, direct observation, written or oral
performance, ratings or interview

8. Dimension of
Difference
Assessment Evaluation
Content: timing,
primary
purpose
Formative: ongoing, to
improve learning
Summative: final, to
gauge
quality
Orientation: focus of
Measurement
Process-oriented: how
learning is going
Product-oriented:
what’s
been learned
Findings: uses thereof Diagnostic: identify
areas
for improvement
Judgmental: arrive at
an
overall grade/score
KEY DIFFERENCES

9. MEASUREMENT is the process used to
obtain data concerning student
learning. For instance, a paper-and-
pencil test is used to measure the
achievement of a student, but other
types of data collection can be used
such as performance-based measures.

10. TESTS are tools that effectively enhance the educational
process; represent an attempt to provide objective data that
can be used with subjective impressions to make better,
reliable decisions.

11. Student Evaluation is necessary to help teachers determine
the degree to which educational objectives have been
achieved and to help teachers know their students as
individuals.

12. Classroom Issues, anyone?
Exams only test memory so coursework is much more valuable
and needed to demonstrate learning.
Giving assessed work back helps keep track of student learning
and provide holistic view of performance.
Getting students to reflect on the feedback and explain what
actions may be taken can help close the feedback loop and
promote learning.
“I don’t even have time to teach; how can I learn about
assessment and carry out the strategies?”