This document discusses different types of assessment used in education. It defines assessment as gathering evidence of student learning to make judgements about their progress. Assessment can be formative, done during instruction to provide feedback and improve learning, or summative, done at the end to evaluate learning outcomes and assign grades. Other distinctions made are between assessment and evaluation, criterion-referenced assessment which measures against a standard, norm-referenced which compares students, and ipsative which compares a student to their past performance. The key purpose of assessment is to improve instruction and support student learning.

1. Assessment
Dr.Mumthas.N.S,
Associate Professor
Farook Training College

2. Evaluation
• It is the process by which we judge the
value or quality of a thing.
• It includes measurement and also
subjective judgement on the outcome of
measurement.
• Know the extent to which educational
objectives are achieved.

3. Assessment
• Process of gathering and interpreting evidence to
make judgements about student learning.
• Latin origin-Assidere means ‘to sit beside’
• Primarily concerned with providing guidance and
feedback to the learner.
Dr.Mumthas.N.S, Farook Training College

4. Assessment Vs Evaluation
Dimension of Difference Assessment Evaluation
Purpose Formative-to improve
learning-ongoing
Summative-to measure
quality-final
Focus of measurement How learning is going -
process oriented
What has been
product oriented
Uses Diagnostic Judgemental
Relationship between
administrator &
recipient
Reflective Prescriptive
Modifiability of criteria Flexible Fixed

5. Formative Assessment
• The assessment made during the instructional phase to
let the teacher know about learner’s progress in learning
and what more is to be done.
• It helps the process of diagnosis and remedial instruction
• Provide feedback to students and teachers to promote
further learning.
• Assessment for learning

6. Summative Assessment
• The assessment made at the end of the
instruction.
• Students demonstrate their mastery and
knowledge of the course content.
• It is used primarily for assigning course grades,
selection, promotion, prediction, etc.
• It also provides information for judging the
appropriateness of the course objectives and the
effectiveness of instruction.

7. Criterion Referenced Assessment
• Measures student’s performances against
an explicit previously determined
standard.
• No attempt is made to compare students
with one another
• Emphasis is on identifying what the
student has achieved and has yet to
achieve.

8. Norm Referenced Assessment
• Performance of students is assessed relative to
others in the group
• Compare one student with other
• Provide a measure of performance that is
interpretable in terms of an individual’s relative
standing in a known group

9. Ipsative Assessment
• How well the student has performed
compared with their own previous efforts
• Appropriate form of assessment when
students set their own learning objectives