Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, and self-assessments. The results are reported using scales or levels rather than grades alone. Evaluation makes overall judgments about a program, course, or set of lessons by considering multiple sources of information such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader focus on the overall experience, not just individual assessments. Testing is only one part of assessment, which is broader and looks at progress over time in various contexts rather than just results on a single test

1. ASSESSMENT AND EVALUATIONCONVEYED BYISTIQOMAH

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 )DEFINITION OF ASSESSMENT

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. DEFINITION OF EVALUATIONThe 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. Assessment vs testingBob 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. Balanced Assessment

14. Work in groups of 4Discuss what the differences between assessment and evaluation in terms of the following:Purpose (for teacher and student) of the testLanguage skills to be testedTest materialsTime to do the testTechnique of testingKinds of testInstrument of the testScoring and marking the result of the testAnalysis of learning achievementFollow up

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