This workshop covered assessment and evaluation in teaching. The goals were to raise awareness of their roles, analyze the interdependence of teaching and assessment, and practice different assessment techniques. Assessment involves collecting qualitative and quantitative information to increase quality, while evaluation makes a final judgment on performance or achievement measured by various tools. Formative assessment monitors learning for feedback, while summative assessment evaluates learning against standards and assigns grades. The document discussed differences between tests and assessments, reasons for testing, alternatives to testing like portfolios and self-assessment, grading, and types of feedback.

1. W O R K S H O P - 2 7 T H M A R C H 2 0 1 9
ASSESSMENT AND
EVALUATION

2. Workshop’s Goals
 To raise your awareness about the roles of
assessment and evaluation in teaching
 To analyse the interdependence between teaching
and assessment
 To practise different assessment techniques
 To discuss about alternative means of evaluation

3. Assessment vs. Evaluation
• The process involves
setting goals, collecting
information (qualitative
up and quantitative) and
using the information
for increasing quality.
• It is done by using a variety
of techniques
•Expreses a final judgment about
a student’s level or performance
which has been measured by using
different “tools”
•Refers to the extend to which
the teaching/ learning
objectives stated at the beginning
of a school year, term or lesson
have been achieved
•This judgment is formally
expressed in numbers or marks
(from 1 to 10), grades ( excellent,
very good, poor etc. or letters such
as A, B) or informally in scores or
points, which eventually can be
converted into marks.

4. Assessment vs. Evaluation
•Assessment is diagnostic in nature as it tends to
identify areas of improvement. On the other hand,
evaluation is judgmental, because it aims at providing
an overall grade.
•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.
•The purpose of assessment is formative, i.e. to increase
quality, whereas evaluation is all about judging quality,
therefore the purpose is summative.

6.  Assessment is concerned with process, while
evaluation focuses on product.
 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.
 The criteria for assessment are set by both the
parties jointly as opposed to evaluation, where the
criteria are set by the evaluator.

8. Formative Assessment vs. Summative Assessment
 Monitors student’s
learning to provide
ongoing feedback that can
be used by instructors to
improve their teaching and
by students to improve
their learning
 Evaluation -during the
learning process
 The purpose is to
improve student’s
learning
 Evaluates student’s
learning at the end of an
instructional unit
comparing it against some
standard
 Evaluation- after the
course completion
 Assigns grades
 The purpose is to
evaluate student’s
achievement

9. Formative Assessment vs. Summative Assessment
 Evaluations include little
content area
 Considers evaluation as a
process
 Evaluations include
complete chapters or
large content areas
 Considers evaluation as a
product

10. Testing
 A test is used to examine
someone’s knowledge of
something to determine what that
person knows or has learned. It
measures the level of skill or
knowledge that has been reached.
An evaluative device or procedure
in which a sample of an examinee’s
behavior in a specified domain is
obtained and subsequently
evaluated and scored using a
standardized process (The
Standards for Educational and
Psychological Testing, 1999)

11. Reasons for testing
 Testing is certainly not the only way to assess students, but there are
many good reasons for including a test in your language course.
 A test can give the teacher valuable information about where the
students are in their learning and can affect what the teacher will
cover next. They will help a teacher to decide if her teaching has
been effective and help to highlight what needs to be
reviewed. Testing can be as much an assessment of the teaching as
the learning.
 Tests can give students a sense of accomplishment as well as
information about what they know and what they need to review.
 Tests can also have a positive effect in that they encourage
students to review material covered on the course.
 Tests are also a learning opportunity after they have been taken.
The feedback after a test can be invaluable in helping a student
to understand something he couldn't do during the test. Thus the
test is a review in itself.

12. Test vs. assessment
 A test is a product that
measures a particular
behavior or set of
objectives.
 Tests are done after
the instruction has
taken place, it’s a way
to complete the
instruction and get the
results. The results of the
tests don’t have to be
interpreted, unlike
assessment.
 Assessment is seen as a
procedure instead of a
product.
 Assessment is used
during and after the
instruction has taken
place. After you’ve
received the results of
your assessment, you can
interpret the results and
in case needed alter the
instruction.

13. Test vs. assessment
 Tests usually follow a
general format, where
questions are asked and
students answer them. They
might be essay questions,
multiple-choice questions,
fill-in-the-blank questions, or
true-and-false questions, but
the overall format is the
same.
 Testing might show the
student's ability to
memorize facts and figures,
instead of a true
understanding of those
facts and figures.
 An assessment done
informally in the classroom
might show that a student
actually understands facts
and figures, or a specific
process. Often, students who
do not score well on formal
tests might still understand
what they are being tested on,
but might have test anxiety.

14.  Continuous assessment
Teachers give grades for a number of assignments over a
period of time. A final grade is decided on a combination of
assignments.
 Portfolio
A student collects a number of assignments and projects and
presents them in a file. The file is then used as a basis for
evaluation.
 Self-assessment
The students evaluate themselves. The criteria must be
carefully decided upon beforehand.
 Teacher's assessment
The teacher gives an assessment of the learner for work done
throughout the course including classroom contributions.
Alternatives to testing

15. Evaluation forms

16. Grading
 Grades describe a student’s performance at a
particular level. A grading system usually includes a
range of numbers, letters or descriptors indicating a level
of achievement such as fail, pass or merit.
 Grading systems and marking criteria vary among
different education systems and often between
different levels of education. Grades can be awarded
based on internal (institutional) assessment or external
examination, or both. The very nature of grading systems
and grading cultures makes it difficult, if not impossible,
to accurately convert grades from one system to another.

17. Feedback
 Providing feedback throughout lessons is important.
 It is something that will become second nature with just a
little bit of practice. Feedback should be used to encourage
students to work hard and indicate what they need to
focus on when they are having difficulty.
 Feedback often takes one of three forms: verbal (short
expressions such as “Great!” or “Good job!”), visual ( a smile
or thumb up, stickers, stamps or charts ), or written
(comments written on the student’s submitted work, a score
sheet that contains ticks in boxes against a particular
criterion or characteristics to indicate whether the work being
assessed has that attribute)

19.  After all, as John Steinbeck said in East of
Eden :“And now that you don’t have to be
perfect, you can be good.”
 Our job is to motivate our sudents so that they go
from being just okay at English to being great at it,
simply because they’re enthusiastically participating
and learning, without the fear of mistakes.
 Here are a few ideas to help you give feedback to all
your students, even the most reserved ones:
1.Give balanced feedback

20. 2. Get into a relaxed state
3.Don’t always correct in the moment
4.Refer back to something students already
know
5.Sometimes you need focus on the end goal,
not just on the immediate language
production
6. Remember to listen to students’ feedback
too

22. Bibliography
 Bălan Rada, Cehan Anca, Ciută Cristina, Dascălu Mihaela, , Gheorghiu Elza, Olaru Eleonora,”In- service Distance
Training Course for Teachers of English”, Polirom ,2003.
 https://keydifferences.com/difference-between-assessment-an...
 https://www.google.ro/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjBifjwmZ7h
AhWLLlAKHUYMC10QMwg_KAAwAA&url=https%3A%2F%2Fwww.researchgate.net%2Fpost%2FIs_there_a_differe
nce_between_Assessment_and_Evaluation&psig=AOvVaw21K9L9vumDY9GAuita9cCF&ust=1553634558476566&ictx
=3&uact=3
 https://www.niu.edu/.../assessment/formative%20and_summa...
 https://www.sheffield.ac.uk/lets/toolkit/f-a/1.209066
 https://poorvucenter.yale.edu/Formative-Summative-Assessm...
 https://www.google.ro/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwiQnIqOm5_hAhUHmYsKHd
gOAoY4yAEQMygDMAN6BAgBEAQ&url=https%3A%2F%2Fwww.wabisabilearning.com%2Fblog%2F15-assessment-
activities-fast-formative&psig=AOvVaw0nd_ZnYJjw-ih2XTQr3Aij&ust=1553668942469154&ictx=3&uact=3
 https://www.onlineassessmenttool.com/knowledge...knowled.
 www.lapresenter.com/coopevalpacket.pdf
 https://www.enic-naric.net/grading-scale-systems.aspx
 https://www.goodreads.com/.../184186-and-now-that-you-d.
Other useful links:
 https://core.ac.uk/download/pdf/82168939.pdf
 https://www.ed.gov.nl.ca/edu/k12/.../esl/esl3205/3.pdf
 https://www.academia.edu/.../ESL_EFL_course_book_evalu..
 https://www.gadoe.org/...Assessment/.../10%20Assessment_a..
 https://www.unl.edu/gradstudies/.../assessment-vs-evaluation
 https://www.uwc.ac.za/.../Assessment-and-Evaluation.aspx
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