Assessment and evaluation are not the same.

Assessment is the systematic process of

documenting and using empirical data to measure knowledge, skills, attitudes and
beliefs. By taking the assessment, teachers try to improve the student's path towards
learning. While Evaluation focuses on grades and might reflect classroom components
other than course content and mastery level. An evaluation can be used as a final
review to gauge the quality of instruction. It’s product-oriented. This means that the
main question is: “What’s been learned?” In short, evaluation is judgmental.

No, assessment can be done and completed only every grading period. It is a
continuous process. It is implemented at different phases of instruction: before, during
and after instruction.

No. assessment does not only involve the teacher, but includes the students, parents,
administrators/ school planners, and policy makers. To briefly discuss, the relevance of
assessment to the student is that the latter can monitor changes in their learning
pattern. As to parents, they play the role as the valid source of assessment information
on the educational history ad learning habits of their children. As to administrators they
used assessment to identify the strength and weaknesses of their implemented
learning program. As to the policy makers will based their policy, set and modify
standards based on the assessment provided by schools. Therefore we cannot say that
assessment is only one way but involves different personality.

Assessment is not for grading purposes only but assessment affects decisions
about placement, advancement, instructional needs, curriculum. Today's
students need to know not only the basic reading and arithmetic skills, but also
skills that will allow them to face a world that is continually changing.

Grading provides students with feedback on their own learning, clarifying for them what

they understand, what they don't understand, and where they can
improve. Grading also provides feedback to instructors on their students' learning,
information that can inform future teaching decisions. However where teachers want to
give a grade, it is often more effective for learners to read feedback and comments first,
and then edit their work before they see a grade. If assessment is based on providing
grade only it will be damaging because neuroscience is telling us that brains under stress
from external stimuli can have significantly diminished learning capacity.
Assessment is not only the responsibility of program coordinators or supervisors. To
emphasize the people involve in assessment are the teachers, parents, student,
program coordinators/ supervisors and policy makers. To highlight the role of the
program coordinators in assessment

Teachers accept this imposition without any significant concerns. Teachers work within
such confines by building in their own informal formative assessments within
classwork. This means much of the lesson work is geared directly to achieving set
learning outcomes. Of course, this is the whole point of learning, but if the learning
outcomes are written in a narrow way students will exit the program with a narrow level
of knowledge and skills.

It is not only formative assessment where the teacher can find out if the student learned,
but it can be done by pre-assessment (before the instruction) and summative
assessment (after instruction).

It is the other way around, assessment informs the instruction because assessments play
in a professional learning community has to be the degree to which the results of high-quality
assessments inform teachers about the need to change instructional practice, particularly if
students are not learning.
Assessment is not an average of performances across a teaching period but this is a result of a
maximum performance manifest students can do at their level best- their abilities and
achievements.