Assessing and Evaluating

Learning
Assessment and evaluation are essential
components of teaching and learning.
Without an effective evaluation program it is
impossible to know whether students have learned,
whether teaching has been effective, or how best to
address student learning needs.
Assessment is the process of gathering information
on student learning.
Evaluation is the process of analyzing, reflecting
upon, and summarizing assessment information, and
making judgments and/or decisions based on the
information collected.
Difference between Assessment and
Learning

Assessment
 Is ongoing
 Improves learning quality
 Individualized
 Ungraded
 Provides feedback
 Process-oriented
Evaluation
Provides closure
Judges learning level
Applied against standards
Graded
Shows shortfalls
Product-oriented
Major reasons for faculty to consider
assessment and evaluation strategies
 assess and evaluate all domains of learning
assess higher levels of the cognitive domain (e.g.,
analysis, synthesis)
 assess critical thinking
prepare students for licensing or certification
examinations.
 6 Types Of Assessment Of Learning
1. Diagnostic Assessment (as Pre-Assessment) - Assesses a
student’s strengths, weaknesses, knowledge, and skills prior to
instruction.
2. Formative Assessment - Assesses a student’s performance
during instruction, and usually occurs regularly throughout the
instruction process.
3. Summative Assessment - Measures a student’s achievement
at the end of instruction.
4. Norm-Referenced Assessment - Compares a student’s
performance against other students (a national group or other
“norm”).
5. Criterion-Referenced Assessment - Measures a student’s
performance against a goal, specific objective, or standard.
6. Interim/Benchmark Assessment - Evaluates student
performance at periodic intervals, frequently at the end of a
grading period. Can predict student performance on end-of-the-
 Types of Evaluation

1. Formative Evaluation (also known as ‘evaluability assessment’)

- is used before the teaching or implementation. It generates data
on the need for the teaching and develops the baseline for
subsequent monitoring. It also identifies areas of improvement
and can give insights on what the teaching priorities should be.
2. Process Evaluation (also known as ‘program monitoring’)
- occurs once program implementation has begun, and it
measures how effective your program’s procedures are. The data it
generates is useful in identifying inefficiencies and streamlining
processes, and portrays the program’s status to external parties.
3. Outcome Evaluation (also known as ‘objective-based evaluation’)
- is conventionally used during teaching implementation. It generates
data on the teaching outcomes and to what degree those outcomes are
attributable to the teaching itself. It is useful in measuring how effective
your teaching has been and helps make it more effective in terms of
delivering the intended benefits.
4. Impact Evaluation
- studies the entire teaching from beginning to end (or at whatever stage
the program is at), and looks to quantify whether or not it has been
successful. Focused on the long-term impact, impact evaluation is useful
for measuring sustained changes brought about by the teachinh or
making policy changes or modifications to it.
5. Goals-Based Evaluation (also known as ‘objectively
set evaluation)
- is usually done towards the end of the teaching
process. Teaching development often set ‘SMART’
targets — Specific, Measurable, Attainable, Relevant,
and Timely — and goals-based evaluation measures
progress towards these targets. The evaluation is useful
in presenting reports to administrators, as it provides
them the information that was agreed upon at the start
of the teaching process.
 BASIS FOR COMPARISON ASSESSMENT EVALUATION
Meaning Assessment is a process of Evaluation is described as an
collecting, reviewing and act of passing judgement on
using data, for the purpose of the basis of set of standards.
improvement in the current
performance.

Nature Diagnostic Judgemental

What it does? Provides feedback on Determines the extent to
performance and areas of which objectives are
improvement. achieved.
Purpose Formative Summative
Orientation Process Oriented Product Oriented
Feedback Based on observation and Based on the level of quality
positive & negative points. as per set standard.

Relationship between parties Reflective Prescriptive

Criteria Set by both the parties jointly. Set by the evaluator.
Measurement Standards Absolute Comparative
Thank you…