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1. Assessment and Evaluation in
Mathematics
BSED 3 – MATH 18

2. Assessment and Evaluation:
Concepts & Principles
Overview
• In this chapter, the pre-service teachers will explore the different
definitions and characteristics of assessment and evaluation
according to some authorities. The functions of educational
evaluation are likewise to be presented. Moreover, the core
principles of assessment are included for discussion as they are
relevant and necessary in this introductory part of the course. Very
importantly, the educational principles in the evaluation of
Mathematics assessment such as the content, learning, and equity
shall be examined and correlated to the observed practices of
teachers.

3. Assessment and Evaluation: Concepts &
Principles
Objective
 Upon completion of these lessons, the students can demonstrate
understanding and appreciation of assessment and evaluation concepts with
their characteristics and underpinning principles. Lesson 1: Assessment,
Evaluation and its Principles Pre-discussion Assessment and evaluation are
essential to student success in mathematics. The purpose of assessment is
diverse: Assessment provides rich data to evaluate student learning, the
effectiveness of teaching, and the achievement of the prescribed curriculum
outcomes. However, assessment without evaluation is insufficient, as the
collection and reporting of data alone are not entirely useful unless the
quality of the data is evaluated in relation to the outcomes. With this end,
teachers use written or non-written tests, rubrics, criteria, marking keys, and
other objective guides to evaluate the learning performance of their students.

4. • LESSON 1: ASSESSMENT AND EVALUATION
What is Assessment and Evaluation?
•Assessment and evaluation are essential to student
success in mathematics.
•The purpose of assessment is manifold: Assessment
yields rich data to evaluate student learning, the
effectiveness of teaching, and the achievement of the
prescribed curriculum outcomes.
• However, assessment without evaluation is
insufficient, as the collection and reporting of data
alone are not entirely useful unless the quality of the
data is evaluated in relation to the outcomes.

5. • LESSON 1: ASSESSMENT AND EVALUATION
What is Assessment and Evaluation?
 To this end, teachers use rubrics, criteria, marking keys,
and other objective guides to evaluate the work of their
students.
 Assessment is defined as a process of appraising
something or someone, i.e. the act of gauging the quality,
value or importance.
As against, evaluation focuses on making a judgment about
values, numbers or performance of someone or something.
Assessment is made to identify the level of performance of
an individual, whereas evaluation is performed to
determine the degree to which goals are attained.

10. Key Differences Between Assessment and Evaluation
The significant differences between assessment and
evaluation are discussed in the points given below:
1.The process of collecting, reviewing and using data, for the purpose of
improvement in thecurrent performance, is called assessment. A process of
passing judgment, on the basis of defined criteria and evidence is called
evaluation.
2.Assessment is diagnostic in nature as it tends to identify areas of
improvement. On the other hand, evaluation is judgemental , because it aims at
providing an overall grade.
3.The assessment provides feedback on performance and ways to enhance
performance in future. As against this, evaluation ascertains whether the
standards are met or not

11. 4.The purpose of assessment is formative, i.e. to
increase quality whereas evaluation is all about judging
quality, therefore the purpose is summative.
5.Assessment is concerned with process, while
evaluation focuses on product.
6.In an assessment, the feedback is based on
observation and positive & negative points. In contrast
to evaluation, in which the feedback relies on the level
of quality as per set standard.

12. 7. In an assessment, the relationship between assessor and
assessee is reflective, i.e. the criteria are defined internally. On
the contrary, the evaluator and evaluatee share a prescriptive
relationship, wherein the standards are imposed externally.
8.The criteria for assessment are set by both the parties jointly.
As opposed to evaluation, where in the criteria are set by the
evaluator.
9.The measurement standards for assessment are absolute,
which seeks to achieve the quintessential(representing a
perfect) outcome. As against this, standards of measurement
for evaluation are comparative, that makes a distinction
between better and worse.

13. Identify the ff.
1. _____________ is a systematic and objective process of measuring or observing
someone or something.
2. ___________is a process of collecting , reviewing and using data for the purpose of
improvement in the current performance.
3. The purpose of the orientation is focus on formative , it is called __________.
4. _________ focuses on making a judgment about values, numbers or performance of
someone or something.
5. The nature of assessment is focusing in __________.
6. In an assessment, the relationship between assessor and assessee is ___________.
7. The feedback is based on the level of quality as per set standard it is __________.
8. Assessment is concerned with ________, while evaluation focuses on product.
9. The nature of evaluation is ________ because it aims on providing an overall grade.
10. What is the measurement standards of assessment ?

14. TRUE or FALSE. Write TRUE if the statement is Correct and if it is In Correct
,Write FALSE
1. Evaluation without Assessment is insufficient, as the collection and
reporting of data alone are not entirely useful unless the quality of the data
is evaluated in relation to the outcomes.
2. Learning is defined as a process of appraising something or someone.
3. The measurement standards for assessment are absolute, which seeks to
achieve the quintessential outcome . Assessment is an ongoing proactive
process in two parties are involved.
4. In an assessment, the feedback is based on observation and positive &
negative points.
5. Assessment is an ongoing proactive process in two parties are involved

15. 1. EVALUATION IS A SYSTEMATICS AND OBJECTIVE PROCESS OF MEASURING OR
OBSERVING SOMEONE OR SOMETHING.
2. Assessment is a process of collecting , reviewing and using data for the purpose of
improvement in the current performance.
3. The purpose of the orientation is focus on formative , it is called assessment.
4. evaluation focuses on making a judgment about values, numbers or performance of
someone or something.
5. The nature of assessment is focusing in diagnostic.
6. In an assessment, the relationship between assessor and assessee is reflective.
7. The feedback is based on the level of quality as per set standard , evaluation.
8. Assessment is concerned with process, while evaluation focuses on product.
9. The nature of evaluation is judgemental, because it aims on providing an overall
grade.
10. What is the measurement standards of assessment ? absolute

16. TRUE or FALSE. Write TRUE if the statement is Correct and if it is IN-
CORRECT ,Write FALSE
1. Evaluation without Assessment is insufficient, as the collection and
reporting of data alone are not entirely useful unless the quality of the data
is evaluated in relation to the outcomes. False
2. Learning is defined as a process of appraising something or someone.
False
3. The measurement standards for assessment are absolute, which seeks to
achieve the quintessential outcome . TRUE
4. Assessment is an ongoing proactive process in two parties are involved.
False
5. In an assessment, the feedback is based on observation and positive &
negative points. False

17. LESSON 2: Planning Process: Assessment and
Instruction