The document discusses assessment and evaluation in education. It defines assessment as the ongoing process of collecting evidence of a student's learning over time to improve teaching and learning. Evaluation is described as making overall judgments about a program, school, or set of skills based on various sources of information. While assessment and evaluation are often used interchangeably, evaluation typically takes a broader view and focuses on the overall or concluding experience. The document also differentiates between types of assessment like traditional, portfolio, and performance-based assessment.

2.  The process of collecting
information or evidence of a
learner’s learning progress and
achievement over a period of time
in order to improve teaching and
learning
(Bob Adamson )

3.  Assessment is typically
used to describe
processes to examine
or measure student
learning that results
from academic
programs.

4.  Assessment is an ongoing
process aimed at improving
student learning .
 Improving learning from
assessment sometimes occurs
immediately in classrooms or
later because of changes for
future students

5.  Assessment is not based on
one test or one task, nor it
is expressed by mark or
grade, but rather in a report
form with scales or levels as
well as description and
comment from the teacher

6.  The report is written based on
samples of the student’s work, the
student’s self-assessment sheets,
teacher’s observation notes on the
achievement of the student’s
linguistic ability, attitude,
participation, cooperation and
general cognitive development.

7.  The student’s
achievement is often
measured against his/her
own starting point rather
than compared against
the skills or abilities of
other students.

8.  The process of making
overall judgment about
one’s work or a whole
school’s work
(Cameron)

9.  Evaluation is concerned with a whole
range of issues in and beyond
language education: lessons, courses,
programs, and skills can be evaluated.
It produces a global view of
achievement usually based on many
different types of information, such as
observation of lessons, student’s test
scores, teachers’ assessment reports,
course documents, or interviews with
students and teachers, etc.

10.  The term assessment and evaluation
are often used interchangeably,
however, they actually have different
definitions. Ewell (2003) explains
that evaluation is typically a broader
concept than assessment as it
focuses on the over all, or
summative experience

11.  Bob Adamson argued that testing does
not equate with the assessment. Testing
is apart of the assessment, but it is only
one means of gathering information
about a student. The focus in testing is
on finding the norm.

12.  Assessment is broader than
testing. It implies evaluation
based on a collection of
information about what students
know and can do. The teacher is
looking for progress over time in
a variety of contexts.

13. Type of assessment Focus Features
Traditional •Knowledge
•Curriculum
•skills
a. Classroom assessment:
•Test
•Quizzes
•Assignment
b. Standardized tests:
•Norm-referenced
•Criterion-referenced
Portfolio •Process
•Product
•Growth
•Growth and development
•Reflection
•Goal setting
•Self-evaluation
Performance •Standards
•Application
•Transfer
•Collaboration
•Tasks
•Criteria
•Rubrics

14.  Discuss what the differences between assessment
and evaluation in terms of the following:
 Purpose (for teacher and student) of the test
 Language skills to be tested
 Test materials
 Time to do the test
 Technique of testing
 Kinds of test
 Instrument of the test
 Scoring and marking the result of the test
 Analysis of learning achievement
 Follow up

15. Alternative
assessment
Approaches for finding out what students know or
can do other than through the use of multiple-
choice testing
Anecdotal records Informal written notes on student learning product
or processes, usually jotted down from direct
observation
Assessment A systematic approach for collecting information
on student learning or performance, usually based
on various sources of evidence
Authentic
assessment
Procedures for evaluating student achievement or
performance using activities that represent
classroom goals, curricula, and instruction or real-
life performance
Collection portfolio A collection of all student work that shows how a
student deals with daily classroom assignments

16. Peer assessment Assessment of a student’s work, products or
learning processes by classmates.
Performance
assessment
Assessment tasks that requires dents to construct a
response, create a product or demonstrate
applications of knowledge
Portfolio A collection of student work showing student
reflection and progress or achievement over time in
one or more areas.
Portfolio
assessment
A selective collection of student work, teacher
observation and self assessment that is used to
show progress over time with regard t specific
criteria
Portfolio
conference
A meeting between a teacher and a student to
discuss student progress and set goals related to the
work collected in a portfolio

17. Rubric A measurement scale used to evaluate a students
performance. Rubric consists of a fixed scale and a
list of characteristics that describe criteria at each
score point for a particular outcome
Scaffolding Providing contextual supports for meaning during
instruction or assessment, such as visual displays,
classified lists or table or graphs.
Self assessment Appraisal by a student of his or her own work or
learning process.
Showcase
portfolio
A collection of a student’s best work, often selected
by the student that highlights what the student is
able to do.
Summative
assessment
Culminating assessment for a unit, grade level, or
course of study providing a status report on
mastery or degree of proficiency according to
identified learning outcomes.