This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.

1. BY VANDANA THAKUR
ASST PROFESSOR
RIE BHOPAL
ASSESSMENT FOR LEARNING
SEM I

2. Definition
 ASSESSMENT is the systematic collection of
data to monitor the success of a program or
course in achieving intended learning outcomes
(ILOs) for students.

3.  Assessment is used to determine:
 What students have learned (outcome)
 The way they learned the material (process)
 Their approach to learning before, during, or after
the program or course
You can assess students before instruction to get a
baseline of what students know (for example, by
administering a pretest). During instruction,
assessment can be used to determine what
students are learning so you can adjust your
teaching, if needed.

4.  After instruction, you can use assessment for two
purposes:
(1) to determine if there has been a change in
knowledge (final exams can be used for
“summative assessment”); and
(2) to provide you with information to revise the
class or program.

5. Evaluation
 Evaluation focuses on grades and may reflect
classroom components other than course content
and mastery level.
 These could include discussion, cooperation,
attendance, and verbal ability.

6. Difference Between Assessment And
Evaluation
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

7. WHAT IS MEASUREMENT,
THEN?
 Measurement refers to the process by which the
attributes or dimensions of some physical object
are determined.
 One exception seems to be in the use of the word
measure in determining the IQ of a person. The
phrase, "this test measures IQ" is commonly
used.
 Measuring such things as attitudes or
preferences also applies

8.  when we measure, we generally use some
standard instrument to determine how big, tall,
heavy, voluminous, hot, cold, fast, or straight
something actually is.
 Assessment is a process by which information is
obtained relative to some known objective or goal

9. WHAT IS TESTING?
 A test is a special form of assessment.
 Tests are assessments made under contrived
circumstances especially so that they may be
administered.
 In other words, all tests are assessments, but not
all assessments are tests.

10.  To sum up, we measure distance, we assess
learning, and we evaluate results in terms of
some set of criteria.

11. TYPES OF ASSESSMENT
 Formative Assessment occurs in the short term,
as learners are in the process of making meaning
of new content and of integrating it into what they
already know.
 Feedback to the learner is immediate (or nearly
so), to enable the learner to change his/her
behavior and understandings right away.

12.  enables the teacher to "turn on a dime" and
rethink instructional strategies, activities, and
content based on student understanding and
performance.
 His/her role here is comparable to that of a
coach.
 Formative Assessment can be as informal as
observing the learner's work or as formal as a
written test.

13.  Examples: a very interactive class discussion; a
warm-up, closure, or exit slip; a on-the-spot
performance; a quiz.

14.  Interim Assessment takes place occasionally
throughout a larger time period.
 Feedback to the learner is still quick, but may not
be immediate.
 Assessments tend to be more formal, using tools
such as projects, written assignments, and tests.
 The learner should be given the opportunity to re-
demonstrate his/her understanding once the
feedback has been digested and acted upon

15.  Interim Assessments can help teachers identify
gaps in student understanding and instruction,
and ideally teachers address these before moving
on or by weaving remedies into upcoming
instruction and activities.
 Examples: Chapter test; extended essay; a
project scored with a rubric.

16.  Summative Assessment takes place at the end
of a large chunk of learning, with the results being
primarily for the teacher's or school's use.
 Results may take time to be returned to the
student/parent, feedback to the student is usually
very limited, and the student usually has no
opportunity to be reassessed.

17.  tends to have the least impact on improving an
individual student's understanding or
performance.
 Students/parents can use the results of
Summative Assessments to see where the
student's performance lies compared to either a
standard (MEAP/MME) or to a group of students

18.  Teachers/schools can use these assessments to
identify strengths and weaknesses of curriculum
and instruction, with improvements affecting the
next year's/term's students.
 Examples: Standardized testing (MEAP, MME,
ACT, WorkKeys, Terra Nova, etc.); Final exams;
Major cumulative projects, research projects, and
performances.

19. Thank You