ASSESSMENT

AND

EVALUATION

During the course we have been discussing several times about the difference
between assessment and evaluation. After all these group reflections, I think I have
a clearer idea about what it refers to each term:
Assessment focus on the teaching and learning process, as well as, on the
outcomes. It provides information for improving learning and teaching, being an
interactive process between students and the teacher. Teacher uses all the
information to change aspects that are not working during the process and to
assist them in improving their learning and study habits. This information is
learner-centered, course based, frequently anonymous, and not graded.
Meanwhile, evaluation focuses on grades and may reflect classroom components
other than course content and mastery level. These could include discussion,
cooperation, attendance, and verbal ability.
The table below summarizes key differences between assessment and evaluation:

Dimension of
Difference

Assessment

Evaluation

Content: timing, primary

purpose

Formative: ongoing,
to improve learning

Summative: final, to
gauge quality

Orientation: focus of
measurement

Process-oriented:
how learning is going

Product-oriented:
whats been learned

Findings: uses thereof

Diagnostic: identify
areas for
improvement

Judgmental: arrive
at an overall
grade/score

Content adapted from:

Angelo, T and Cross, K.P. 1993. Classroom assessment techniques a handbook for
college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. Pp 427. Assessment
of Student Learning in STEM disciplines. A Duke University Teaching IDEAS workshop
presented by Ed Neal, Ph.D. Director of Faculty Development, Center for Teaching and
Learning, University of North Carolina.

Assessment of Learning
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at
the end of a task, unit of work etc.

It is designed to provide evidence of achievement to parents, other

educators, the students themselves and sometimes to outside groups
(e.g., employers, other educational institutions).
Rethinking Classroom Assessment with Purpose in Mind
Assessment of Learning is the assessment that becomes public and
results in statements or symbols about how well students are learning.
It often contributes to pivotal decisions that will affect students
futures. It is important, then, that the underlying logic and
measurement of assessment of learning be credible and defensible.
Rethinking Classroom Assessment with Purpose in Mind

Our role, as teacher, in this type of assessment has to be clear and well organized
in order to:

Use different techniques and activities for assessing the same goals.
Be able to describe the assess process.
Clarify the points and aspects to be assessed.

Have enough strategies for recourse in the event of disagreement about the
decisions.

Assessment for Learning

The purpose of this kind of assessment is usually FORMATIVE
Assessment for Learning happens during the learning, often more than once,
rather than at the end. Students understand exactly what they are to learn, what is
expected of them and are given feedback and advice on how to improve their
work.
In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what their
students know and can do, and what confusions, preconceptions, or
gaps they might have. The wide variety of information that teachers
collect about students learning processes provides the basis for
determining what they need to do next to move student learning
forward. It provides the basis for providing descriptive feedback for
students and deciding on groupings, instructional strategies, and
resources.
Rethinking Classroom Assessment with Purpose in Mind

The teachers role in this type of assessment is mostly interactive. Teacher should:

Identify particular learning needs of students or groups.

Adapt materials and resources.
Create different teaching strategies and learning opportunities for helping
individual students move forward in their learning.
Provide immediate feedback and direction to students.

Types of Assessment

Diagnostic: Given at the beginning of the school year, or the beginning of a

new unit of study, a diagnostic test attempts to quantify what students already
know about a topic.
Formative: Given throughout the learning process, formative assessments
seek to determine how students are progressing through a certain learning goal.
Summative: Given at the end of the year or unit, summative assessments
assess a students mastery of a topic after instruction.
Norm-referenced tests: These tests measure students against a
national norm or average in order to rank students against each other. The
SAT, ACT, Iowa Basic Skills Test, and other major state standardized tests are
norm-referenced.
Criterion-referenced tests: These tests measure student
performance against a standard or specific goal. Unit and chapter tests as
usually criterion-referenced, as are the newly developed SBAC and PARCC
Common Core tests.

Teachers self-assessment
After these four weeks I realize how important is, as a teacher, taking the time
every so often to evaluate one's own practices. Therefore, I have decided to look
for a guide to follow when I assess my teaching process and I found the following
table adapted from Rhode Island 7/23/12

Sample Teacher Self-Assessment Form

Name:

School:

District:

Grade
Level(s):

Subject(s
):

Date
Developed:

The purpose of the Self-Assessment is to allow educators to reflect on their practice,

identifying their own professional strengths and areas of development. Your SelfAssessment will lead directly into the development of your Professional Learning Goals.
Before completing the Self-Assessment, review any prior evaluations (especially last
years), including feedback from your prior evaluation. The areas of strengths and areas of
development should be aligned with competencies in these rubrics.

Self-Assessment Professional
Practice
Using the Charlotte Danielsons Framework for Teaching rubric, for each domain identify
at least one competency as a strength and at least one as an area for development. Using
previous evaluations and any other relevant information, provide a rationale for why you
chose these competencies.

(EXAMPLE)

(EXAMPLE)

Professional Practice Strength

Professional Practice Area of

Development

Domain 3: Instruction

Domain 3: Instruction

Also, in my end-of-year student

surveys last year, 90% of my
students reported that they felt
connected to the topics in class and
87% reported that they felt they had
choices in their learning activities.
This is something I spent a great deal
of time working on last year and was
the focus of one of my professional
growth goals.

EXAMPLE 3c

E 3c EXAMPL

EX: On my previous evaluation, I

earned a Distinguished rating
on
this
competency
with
my
evaluator commenting that Nearly
every student in the classroom is
engaged in their work but not all are
working on the same thing. The level
of student choice in your class is
impressive - it is clear that they find
meaning in their work.

EX: On my previous evaluation, I

earned a Basic rating on this
competency.
My
evaluator
commented that Many students are
reading books that are either too
difficult or not challenging enough.
Several
opportunities
exist
to
connect students to the curriculum
through available technology but are
not being utilized.

In addition to my evaluators
comments, I know that I can do a
much better job of matching
students to text using lexile ratings.
Using
our new SRI computer
program, I can update student
reading levels regularly and use
them to better individualize reading
materials.

Summary of A Framework for

Teaching ,

Charlotte Danielson, 2011

Domain 2

Domain 1

Planning and Preparation

The Classroom
Environment

a. Demonstrating Knowledge of Content and

Pedagogy

a. Creating an Environment of Respect

and Rapport

Knowledge of Content and the Structure of the Discipline

Knowledge of the Prerequisite Relationships
Knowledge of content-Related Pedagogy

Teacher Interactions with Students Including Both

Words and Actions
Student Interactions with Other Students,
Including Both Words and Actions

b. Demonstrating Knowledge of Students

Knowledge
Knowledge
Knowledge
Proficiency
Knowledge
Knowledge

c.

of Child and Adolescent Development

of the Learning Process
of Students Skills, Knowledge, and Language

b. Establishing a Culture for Learning

of Students Interests and Cultural Heritage

of Students Special Needs

c.

Importance of the Content and of Learning

Expectations for Learning and Achievement
Student Pride in Work
Management of Instructional Groups
Management of Transitions
Management of materials and Supplies
Performance of Non-Instructional Duties

Selecting Instructional Outcomes

Value, Sequence and Alignment
Clarity
Balance
Suitability for Diverse Students

d. Managing Student Behavior

Expectations
Monitoring of Student Behavior
Response to Student Misbehavior

d. Demonstrating Knowledge of Resources

Resources for Classroom Use
Resources to Extend Content Knowledge and Pedagogy
Resources for Students

e. Organizing Physical Space

Safety and Accessibility

Arrangement of Furniture and Use of physical
Resources

e. Designing Coherent Instruction

f.

Managing Classroom Procedures

Learning Activities
Instructional Materials and Resources
Instructional Groups
Lesson and Unit Structure

Designing Student Assessments

Congruence with Instructional Outcomes
Criteria and Standards
Design of Formative Assessments
Use for Planning

Domain 4

Domain 3

Professional Responsibilities

Instruction

a. Reflecting on Teaching

a. Communicating with Students

Accuracy
Use in Future Teaching

Expectations for Learning

Directions for Activities
Explanations of Content
Use of Oral and Written Language

b. Maintaining Accurate Records

Student completion of Assessments
Student Progress in Learning
Non-instructional Records

c.

Communicating with Families

Information about the Instructional Program
Information about Individual Students
Engagement of Families in the Instructional Program

d. Participating in a Professional Community

Relationships with Colleagues
Involvement in a Culture of Professional Inquiry
Service to the School
Participation in School and District Projects

e. Growing and Developing Professionally

Enhancement of Content Knowledge and Pedagogical
Skills
Service to the Profession

f.

Showing Professionalism
Integrity and Ethical Conduct
Service to Students
Advocacy
Decision Making
Compliance with School and District Regulations

b. Using Questioning and Discussion

Techniques
Quality of Questions/Prompts
Discussion Techniques
Student Participation

c.

Engaging Students in Learning

Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing

d. Using Assessment in Instruction

Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of
Progress

e. Lesson Adjustment
Response to Students
Persistence

Sample Teacher Self-Assessment

Professional Practice

Domain 4 InstructionDomain 3

Classroom
Planning and
Domain 2
Domain 1
Environment
Preparation

Domain Professional Practice

Strength

Professional Practice
Area for Development

Professional

Responsibilities

Sample Self-Assessment Narrative

Please respond to each of the following prompts below.

1.

Prioritize.

Review the three (or more) areas of development identified in

your Self-Assessment and areas of strength. Reflect on your professional growth
over the last year and prioritize these three to six areas of development that are
most important for your professional growth and will yield the best outcomes for
your students
1.
2.
3.
4.
5.
6.

2.

Summarize. Briefly summarize the top three priority areas of professional

growth that you plan to focus on in the coming year in two paragraphs or less.
Explain why these are your priority areas of growth and how focusing on these
development areas will help you improve as a professional. These areas of
development will be the basis of the Professional Growth Goals in your Professional
Growth Plan.

1. Is there anything else about your role as an educator this year that you feel is
important to share with your evaluator (new assignment, change in curriculum,
etc.)?