FEATURES OF EVALUATION AND ASSESSMENT
Seralina A.N.
Sh.Ualikhanov Kokshetau State University seralina-a@mail.ru
Lately, much has been written about assessment and evaluation, but these terms have not always had particular meanings. As accrediting agencies have become more interested in improvement, it has become urgent to have a word that describes feedback for improvement. Thus, the word “formative” used as an adjective with assessment or evaluation has typically been used to describe an improvement process, while the word “summative” has been used to describe a decision-making process [1]. Yet the words “formative” and “summative” mean “as it is being created” and “summation of all things,” relevantly.
In the literature of the last several years, assessment has usually been used to indicate that at least some hint of improvement is expected in the assessment process. Similarly, evaluation is usually used to indicate that some sort of judgment of quality will be made [2].
Educators use these two specific processes to help students develop learning skills. Assessment provides feedback on knowledge, skills, attitudes, and work products for the purpose of increasing future performances and learning outcome. This term is used to look at how the level of quality of a performance or outcome could be improved in the future. The assessment process is not concerned with the level of quality; only with how to improve the level of quality. Evaluation distinguishes the level of quality of a performance or outcome and enables decisionmaking based on the level of quality displayed. The term is used to describe the determination of the level of quality. The evaluation process concentrates only on the actual level of quality with no interest in why that level was achieved [3] .
When used correctly, assessment and evaluation can add some essential value to teaching and learning, as both have their own purposes. However, there can be harmful and injurious effects when the people involved have not agreed whether the process is assessment or evaluation.
These two processes are interrelated and necessary in education. Although assessment and evaluation are used for different reasons, they have some similar steps. Both involve specifying criteria to observe in a performance or outcome and demand the collection of data and other evidence by observing the performance or by examining the outcome or product. Both require a performer and a person who collects information about the performance. In addition, both processes also draw a conclusion with a report of the findings which contain all the similitude and dissimilarity. The relationship between the people involved is different in the assessment and evaluation processes. In both cases a person (either evaluator or assessor) observes or collects evidence about a performance or outcome; another person (either assessee or evaluatee) performs or advances an outcome. In both cases a person (either the assessee or client) requests the process (either evaluation or assessment). In assessment, the place of control rests with the performer; in evaluation, it rests with the observer. The summary to the performer (assessee or evaluatee) is also extremely different. In the assessment process, the summary includes information about why the performance was successful, and describes what could be done to enhance future performances. There is no mention of the actual quality of the performance; only how to make the next performance stronger. There is no language indicating the level of quality, such as “good,” “terrible,” “terrific,” or “horrible.” In the evaluative report, on the contrary, only information regarding the actual quality of the performance is given. This might be in the form of a grade 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.
Evaluation and assessment although often used interchangeably, refer to different levels of research. Evaluation is concerned at the large-scale level of the learning event, taking into consideration the context of learning and all the factors that go with it, whereas assessment can be seen as the mensuration of student learning and is one of the elements that go into an evaluation, the micro-level.
According to Philip Crompton there are initially two distinct approaches to evaluation [4:156]
1. the agricultural/botanical or scientific approach 2. the social/anthropological or illuminative approach.
The scientific approach is concerned with the measurement of the effects of specific variables against the resultant outcomes. It endeavours to examine the achievement of stated goals relative to a learner’s pre-knowledge and skills. The approach is adjusted towards the measurement of the efficiency of the educational interference as well as the effectiveness of the learning outcomes.
The illuminative approach on the other hand seeks to examine and explore the process of the educational intervention. The techniques are therefore more qualitative, if not to say more subjective in nature since they invoke personal judgements.
Although these approaches turn out to be at either end of a continuum, it is possible to practise both within the complexity of educational research. A selected centre will be governed by that which is being evaluated and the reason behind the evaluation. A mix of techniques from both approaches combined in an evaluation project is ordinary to encounter. The degree of interconnection will depend on a process of negotiation between the evaluator and the initiator of the evaluation as well as the environment and the time frame in which the evaluation is being performed.
Whichever approach or incorporation of approaches is used, the evaluation should always be a distinct and comprehensible thought out undertaking. The more you take pains to think over the pre-planning of a piece of evaluation the better the results of evaluation. Before conducting any evaluation it is reasonable not only to define what you are trying to investigate but also how you are going to achieve your aims [5].
Thus, to put it simply, assessment is a process used for improving quality. It is critical for growing lifelong learning skills and elevating performance in multiple contexts. However, neither the value of assessment nor the process is always apparent and understood. Because there has not always been agreement on a specific definition, but some confusion on how to approach assessment to assure that the feedback is valuable. This overview outlines a purpose and use of assessment. Elements of quality assessment feedback are well identified and discussed.
Summing up all written above, assessment focuses on improvement, not judgment, it’s a process that can improve any level of performance. Assessment feedback depends on both the assessor (person giving feedback) and the assessee (performer). Improvement based on assessment feedback is more effective when the assessee seeks assessment. It should be used only where there is a strong opportunity for. Both the assessor and the assessee must trust the process. Although the assessor gives the feedback to the assessee, the assessee is always in control. The assessee may use the assessor’s feedback for improvement. Although a well-designed assessment process yields high quality improvements in a timely manner, any assessment process can lead to some improvement. Assessment is an area in which assessors can start simple and increase the complexity as the process is better implemented. It is important that both the assessee and assessor understand that the purpose of assessment is to add to quality, not to judge the level of quality or to give interesting feedback that will not be used.
References:
1. Brown, S., Race, P., & Smith, B. 500 tips on assessment, 1996.
2. Bordon & Owens. Assessment essentials. 2001.
3. Baehr Marie. Distinctions Between Assessment and Evaluation. // http://www.asa3.org/ASA/education/teach/active.htm
4. Crompton Philip. Implementing Learning Technology. // Evaluation: A practical guide to methods, 2001- p.156.
5. Stiggins, R. J. Student-centered classroom assessment (2nd ed.) ,1996.
6. Borden, V., & Zak Owens, J. L., Measuring quality: Choosing among surveys and other assessment of college quality. Washington, DC , 2001.
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8. Angelo, T. A., & Cross, K. P. Classroom assessment techniques: A handbook for college teachers. — San Francisco: Jossey-Bass. ,1993.
9. Glaser, R., Linn, R., & Bohrnstedt, G. Assessment in transition: Monitoring the nation’s educational progress. — New York: National Academy of Education, 1997.
10. Pellegrino, J., Chudowsky, N., & Glaser, R. Knowing what students know: The science and design of educational assessment. — Washington DC: National Academy Press , 2001.