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The Difference Between
Assessment and Evaluation
What Is Teaching?
 Brainstorm:
 Think of different ways to define
“teaching”.
 Write down at least three different
definitions of teaching.
 Pair up with someone to choose the best
ONE of your six-plus definitions.
 Share your definitions with the group, one
at a time in sequence.
Definitions of Teaching
 To present information, insights.
 To reveal knowledge or skill.
 To help students learn.
 NOTE: All of the above can be
accomplished either deliberately or
incidentally.
 That is, you can teach by means of explicit
instruction, ongoing guidance, deliberate
modeling, or accidental example.
Ways to Improve Teaching
and Learning
 Implement research-based “best
practices”.
 Employ an assessment-informed model
of teaching focused on measurable
student learning outcomes.
Good Practice in UG Education
(after Arthur Chickering & Zelda Gamson 1989)
 1. Maximizes student/faculty contact.
 2. Develops student cooperation.
 3. Uses active learning techniques.
 4. Gives feedback promptly.
 5. Emphasizes time on task.
 6. Communicates high expectations.
 7. Respects learners’ diversity.
Ways to Improve Teaching
and Learning
 Implement research-based “best
practices”.
 Think of at least one way to implement
each item of “practice”.
 Write down each example.
 Pair up with the person next to you to
choose the best example of each.
 Share your findings with the group.
Ways to Improve Teaching
and Learning
 Implement research-based “best
practices”.
 Employ an assessment-informed model
of teaching focused on measurable
student learning outcomes.
 But first we need to distinguish
“assessment” from “evaluation”.
Assessment vs. Evaluation
 What are the three most striking
differences between the two?
 If we had time, I’d have you …
 Think
 Write
 Pair
 Share
Dimensions of Difference Between
Assessment and Evaluation
 Timing
 Focus of Measurement
 Relationship Between Administrator &
Recipient
 Findings, Uses Thereof
 Ongoing Modifiability of Criteria, Measures
Thereof
 Standards of Measurement
 Relation Between Different Objects of A/E
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Timing
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Focus of Measurement
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Focus of Measurement
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Administrator/Recipient
Relationship
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Administrator/Recipient
Relationship
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Findings, Uses Thereof
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Findings, Uses Thereof
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Ongoing Modifiability
of Criteria, Measures
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Formative: Ongoing
to Improve Learning
Summative: Final to
Gauge Quality
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Ongoing Modifiability
of Criteria, Measures
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward
Success, Punish Failure
Standards of
Measurement
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Process-Oriented:
How Learning Is Going
Product-Oriented:
What’s Been Learned
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward
Success, Punish Failure
Absolute: Strive for
Ideal Outcomes
Standards of
Measurement
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward
Success, Punish Failure
Absolute: Strive for
Ideal Outcomes
Comparative: Divide
Better from Worse
Relation Between
Objects of A/E
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward
Success, Punish Failure
Absolute: Strive for
Ideal Outcomes
Comparative: Divide
Better from Worse
Coöperative: Learn
from Each Other
Relation Between
Objects of A/E
Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-
ly Imposed Standards
Diagnostic: Identify
Areas for Improvement
Judgmental: Arrive at
an Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward
Success, Punish Failure
Absolute: Strive for
Ideal Outcomes
Comparative: Divide
Better from Worse
Coöperative: Learn
from Each Other
Competitive: Beat
Each Other Out
Summary of Differences
Dimension of Difference Assessment Evaluation
Timing Formative Summative
Focus of Measurement Process-Oriented Product-Oriented
Relationship Between
Administrator and Recipient
Reflective Prescriptive
Findings, Uses Thereof Diagnostic Judgmental
Ongoing Modifiability of Criteria,
Measures Thereof
Flexible Fixed
Standards of Measurement Absolute Comparative
Relation Between Objects of A/E Coöperative Competitive
Assessment vs. Evaluation
 If we had time, I’d have you Think, Write,
Pair, Share to come up with examples of
assessment and evaluation to show that:
 The multidimensionality of the difference
between them, and the variation in each
dimension, result in a very diverse array of
examples, the majority of which are
neither “assessment” nor “evaluation” but
rather hybrids.
Ways to Improve Teaching
and Learning
 Implement research-based “best
practices”.
 Put the examples into practice.
 Employ an assessment-informed model
of teaching focused on measurable
student learning outcomes.
 How to do this?
Employ an assessment-
informed model of teaching
 Define learning outcomes (desired by
teachers and/or learners) well in advance.
 Assess progress toward outcomes, by and
for both teacher and learner, continually
during learning.
 Evaluate attainment of outcomes rigorously
as each learning opportunity concludes.
 Moment-by-moment, meeting-by-meeting,
course-by-course, semester-by-semester.
Measures of Learning
 If we had time, I’d also have you examine
examples of ways to measure learning with
the aim of showing:
 that any measurement of learning can be
used either for assessment or for
evaluation purposes,
 but that some measures are better for one
than for the other.
Ways to Improve Teaching
and Learning
 Implement research-based “best practices”.
 Employ an assessment-informed model of
teaching focused on measurable student
learning outcomes.
 Be vocal about what you’re doing to
improve your teaching and your
students’ learning – and listen to others’
stories about what they are doing.
Five Assessment Principles
(after Thomas Angelo & Patricia Cross 1993)
 To improve their
teaching, faculty must
define learning
outcomes and measure
their attainment.
 To improve their
learning, students must
learn how to use
feedback to assess their
own progress (= “self-
assessment”).
 The best assessment
derives from teachers’
questions about their
own teaching.
 Systematic assessment
can be an intellectually
challenging source of
faculty satisfaction.
 Assessment provides an
impetus for active
student involvement, a
proven “best practice”.
Sources
 Chickering & Gamson, Change (the
journal of the Amer Assn for Higher Ed)
 Apple, Process education teaching
institute handbook (Pacific Crest)
 Angelo & Cross, Classroom assessment
techniques: A handbook for college
teachers, Second edition (Jossey-Bass)
Presenter: Steve Straight
 H. Stephen Straight
 Vice Provost for Undergraduate Education,
Binghamton University - SUNY
 Professor of Anthropology and of Linguistics
 Co-Director, Harpur College Linguistics Program
 Associate Director, Center for Research In Translation
 mailto:straight@binghamton.edu
 607.777.2150 (secretary: Deborah Dunn)
 607.777.2824 (private voice mail)
 607.777.4831 (fax)

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The Difference Between Assessment and Evaluation.ppt

  • 2. What Is Teaching?  Brainstorm:  Think of different ways to define “teaching”.  Write down at least three different definitions of teaching.  Pair up with someone to choose the best ONE of your six-plus definitions.  Share your definitions with the group, one at a time in sequence.
  • 3. Definitions of Teaching  To present information, insights.  To reveal knowledge or skill.  To help students learn.  NOTE: All of the above can be accomplished either deliberately or incidentally.  That is, you can teach by means of explicit instruction, ongoing guidance, deliberate modeling, or accidental example.
  • 4. Ways to Improve Teaching and Learning  Implement research-based “best practices”.  Employ an assessment-informed model of teaching focused on measurable student learning outcomes.
  • 5. Good Practice in UG Education (after Arthur Chickering & Zelda Gamson 1989)  1. Maximizes student/faculty contact.  2. Develops student cooperation.  3. Uses active learning techniques.  4. Gives feedback promptly.  5. Emphasizes time on task.  6. Communicates high expectations.  7. Respects learners’ diversity.
  • 6. Ways to Improve Teaching and Learning  Implement research-based “best practices”.  Think of at least one way to implement each item of “practice”.  Write down each example.  Pair up with the person next to you to choose the best example of each.  Share your findings with the group.
  • 7. Ways to Improve Teaching and Learning  Implement research-based “best practices”.  Employ an assessment-informed model of teaching focused on measurable student learning outcomes.  But first we need to distinguish “assessment” from “evaluation”.
  • 8. Assessment vs. Evaluation  What are the three most striking differences between the two?  If we had time, I’d have you …  Think  Write  Pair  Share
  • 9. Dimensions of Difference Between Assessment and Evaluation  Timing  Focus of Measurement  Relationship Between Administrator & Recipient  Findings, Uses Thereof  Ongoing Modifiability of Criteria, Measures Thereof  Standards of Measurement  Relation Between Different Objects of A/E
  • 10. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Timing
  • 11. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Focus of Measurement
  • 12. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Focus of Measurement
  • 13. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Administrator/Recipient Relationship
  • 14. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Administrator/Recipient Relationship
  • 15. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Findings, Uses Thereof
  • 16. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Findings, Uses Thereof
  • 17. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures
  • 18. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Ongoing Modifiability of Criteria, Measures
  • 19. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Standards of Measurement
  • 20. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Standards of Measurement
  • 21. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of A/E
  • 22. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Relation Between Objects of A/E
  • 23. Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Prescriptive:External- ly Imposed Standards Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Coöperative: Learn from Each Other Competitive: Beat Each Other Out
  • 24. Summary of Differences Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement Process-Oriented Product-Oriented Relationship Between Administrator and Recipient Reflective Prescriptive Findings, Uses Thereof Diagnostic Judgmental Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed Standards of Measurement Absolute Comparative Relation Between Objects of A/E Coöperative Competitive
  • 25. Assessment vs. Evaluation  If we had time, I’d have you Think, Write, Pair, Share to come up with examples of assessment and evaluation to show that:  The multidimensionality of the difference between them, and the variation in each dimension, result in a very diverse array of examples, the majority of which are neither “assessment” nor “evaluation” but rather hybrids.
  • 26. Ways to Improve Teaching and Learning  Implement research-based “best practices”.  Put the examples into practice.  Employ an assessment-informed model of teaching focused on measurable student learning outcomes.  How to do this?
  • 27. Employ an assessment- informed model of teaching  Define learning outcomes (desired by teachers and/or learners) well in advance.  Assess progress toward outcomes, by and for both teacher and learner, continually during learning.  Evaluate attainment of outcomes rigorously as each learning opportunity concludes.  Moment-by-moment, meeting-by-meeting, course-by-course, semester-by-semester.
  • 28. Measures of Learning  If we had time, I’d also have you examine examples of ways to measure learning with the aim of showing:  that any measurement of learning can be used either for assessment or for evaluation purposes,  but that some measures are better for one than for the other.
  • 29. Ways to Improve Teaching and Learning  Implement research-based “best practices”.  Employ an assessment-informed model of teaching focused on measurable student learning outcomes.  Be vocal about what you’re doing to improve your teaching and your students’ learning – and listen to others’ stories about what they are doing.
  • 30. Five Assessment Principles (after Thomas Angelo & Patricia Cross 1993)  To improve their teaching, faculty must define learning outcomes and measure their attainment.  To improve their learning, students must learn how to use feedback to assess their own progress (= “self- assessment”).  The best assessment derives from teachers’ questions about their own teaching.  Systematic assessment can be an intellectually challenging source of faculty satisfaction.  Assessment provides an impetus for active student involvement, a proven “best practice”.
  • 31. Sources  Chickering & Gamson, Change (the journal of the Amer Assn for Higher Ed)  Apple, Process education teaching institute handbook (Pacific Crest)  Angelo & Cross, Classroom assessment techniques: A handbook for college teachers, Second edition (Jossey-Bass)
  • 32. Presenter: Steve Straight  H. Stephen Straight  Vice Provost for Undergraduate Education, Binghamton University - SUNY  Professor of Anthropology and of Linguistics  Co-Director, Harpur College Linguistics Program  Associate Director, Center for Research In Translation  mailto:straight@binghamton.edu  607.777.2150 (secretary: Deborah Dunn)  607.777.2824 (private voice mail)  607.777.4831 (fax)