4.  As accrediting agencies(including education)
have become increasingly interested in
improvement, it has become imperative to have a
word that describes feedback for improvement
that is distinct from one that describes the
determination of quality.
 Therefore, there is a need to understand
assessment as one of the most important tasks of
teachers as they help improve learner
performance.

5. • Teachers are responsible for many different
practices in schools.
• Learners must be given opportunities to
show teachers what they know and what
they can do.
• Assessment is thus seen as one of every
teacher’s essential responsibilities.
• Teachers use two distinct processes to help
learners build lifelong learning skills
• These are: assessment and evaluation.

6. • Literature of the last several years show that
assessment has usually been used to indicate that
at least some hint of improvement is expected in
the assessment process
(Bordon & Owens, 2001; Palomba & Banta, 1999).
• Similarly, evaluation is usually used to indicate
that some sort of judgement of quality will be
made.
• Assessment is the term used to look at how the
level of quality of a performance or outcome
could be improved in the future; it includes
strengths that should be sustained as well as high
priority areas for improvement.

7. • The assessment process is not concerned with
the level of quality; only with how to improve
the level of quality.
• Evaluation is the term used to describe the
determination of the level of quality.
• The evaluation process focuses only on the
actual level of quality with no interest in why
that level was attained.

8. • Assessment provides feedback on knowledge,
skills, attitudes, and work products to enhance
future performances and learning outcomes.
• These two processes are complementary and
necessary in education.
• And the two processes are of improvement
and judgement.

9. •There is no language indicating the level of quality,
such as “good,”
“terrible,” “terrific,” or “horrible.”
• Conversely, in the evaluative report, only
information regarding the actual quality of the
performance is given.
•This might be in the form of a grade or a score or an
evaluative comment, such as “good work.”
•The purpose of the evaluative report is to
report the level of quality and possibly any
consequences based on the determined level of
quality.
•It is not used to suggest improvements in future
performances.

10. Assessment and evaluation both have their purposes,
and, when used correctly, both can add significant value
to teaching/learning.
Important
Distinctions Between Assessment and
Evaluation/Comparison of Assessment and Evaluation
Evaluation determines whether a standard was met
 Assessment provides feedback on performance;
strengths, success or failure, areas for improvement, and
insights

12. Assessment:
•The process of collecting, creating and interpreting
information to aid in decision making.
•It is the systematic collection , review , and use of
information about educational programs undertaken for
the purpose of improving student learning and
development (Palomba & Banta).
•It requires the gathering of evidence of learner
performance over a period of time to measure learning
and understanding.
•Evidence of learning could take the form of dialogue,
journals, written work, portfolios, tests along with many
other learning tasks.

13. •Assessment is an ongoing process aimed at
understanding and improving learning.
•It involves making our expectations explicit
and public; setting appropriate criteria and
high standards for learning quality;
systematically gathering, analyzing, and
interpreting evidence to determine how well
performance matches those expectations and
standards; and using the resulting information
to document, explain, and improve
performance.

14. What do the educational experiences of our
learners/students add up to?
Can our learners/students integrate learning
from individual courses into a coherent whole?
Do our learners/students have the knowledge,
skills, and values a graduate should possess?
How can learner/student learning be
improved?

15. Evaluation
•The process of judging the quality or value of a
performance or a course of action, such as the quality of
a learner’s/student’s essay as a result of assessment.
•A value judgment about the results of data collected on
student learning
• It occurs when a mark is assigned after the completion
of a task, test, quiz, lesson or learning activity.
•A mark on a spelling test will determine if the child can
spell the given words and would be seen as an
evaluation.

16. . It requires that the instructor compare data
collected on student performance to a pre-
defined outcome expectation in order to
determine what the student has learned and how
well.

17. Assessment:
During a grade 1 lesson, in which a teacher is teaching the
learners to identify square shapes, the teacher gathers information
on whether learners can identify square shapes. Suppose the
learners cannot identify square shapes….
Evaluation:
The teacher judges that it is not good that the learners cannot
identify square shapes in order to move on to the next objectives
which are: to name the different shapes and to identify objects of
the same shape.
Action:
The teacher decides that re-teaching is necessary. Therefore, the
teacher groups the learners in pairs and they practice drawing big
and small squares, circles and triangles. The teacher then helps
them to learn how to identify squares from among the other
shapes.
Note: Without assessments it will be impossible to tell whether any
learning has taken any place.

18. Key Attributes
•Although assessment and evaluation are used for
different reasons, they do have some similar steps.
Both:
•involve specifying criteria to observe in a performance
or outcome.
• require the collection of data and other evidence by
observing the performance or by looking at the
outcome or product.
• require a performer and a person who collects
information about the performance

19. • In both cases a person (either evaluator or assessor)
observes or collects evidence about a performance or
outcome;
• another person performs or develops an outcome.
• Both processes also conclude with a report of the
findings which include all the similarities and at least
as many differences.
• The relationship between the people involved is
different in the assessment and evaluation processes

20. • In both cases a person requests the process (either
evaluation or assessment).
• In assessment, the locus of control rests with the
performer; in evaluation, it rests with the observer.
• The report to the performer is also vastly different.
• In the assessment process, the report
includes information about why the performance
was as strong as it was, and describes what could
be done to improve future performances.
• In assessment, there is no mention of the actual
quality of the performance; only how to make the
next performance stronger

21. Conclusion.
• Write a summary, using a table to show the
differences and similarities of assessment and
evaluation