Distinction Between Assessment,

Evaluation and Measurement

Dr. Aftab Ahmad Khan

Educational Measurement
• Process of assigning numbers to individuals or their characteristics
according to specified rules.
• A systematic process of determining outcomes or characteristics by
means of some sort of device.
• A systematic process of obtaining the quantified degree to which a
trait or an attribute is present in an individual or object.
• An act or a process that involves the assignment of a numerical index
to whatever is being assessed.
• An advice for the general study and practice of testing, scaling
and appraising the outcomes of educational process.
Conti…
• It is an activity to compare the observation with a criterion or measure.
• Collection of quantitative data.
• Made by comparing a quantity with a standard unit.
• Numerical value of scholastics ability, aptitude, achievement etc.
can be measured and obtained using instruments such as paper and
pencil test.
• It means that the values of the attribute are translated into
numbers by measurement
Conti…
• Measurement is the process of finding dimension of any object and the
quantity found by such an act. (Dictionary of Education,1989)
• Measurement is the collection of data , usually in quantitative terms,
of students performance. (Murry Print ,1993)
• Measurement is a process of obtaining a numerical description of the
degree to which an individual possesses a particular characteristic.
(Norman E. Gronlund 1985)
• Measurement is a process of assigning numbers to individual of their
characteristic according to specific rules. (Ebel & Frisbie, 1991)
Assessment
• Assessment is the process of gathering and discussing information
from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences.
• Assessment involves the interpretation of measurement data, it makes
sense of data collected on students performance (Murry Print, (1993)
• Assessment is a process whereby one attempts to measure the quantity
and quality of learning and teaching using various assessment
techniques (Dictionary of Education, 1989)
Evaluation
• Evaluation is the process of collecting , analyzing and interpreting
information to determine the extent to which pupils are achieving
instructional objectives (Norm E. Gronlund)

• Evaluation is the systematic process to determine the extent to which

educational objectives are achieved by the pupils (Murry print, 1993)
Conti…
• Evaluation is an information gathering process that results in judgment
about the quality or worth of a performance, product, process or
activity (Ebel & Frisbie, 1991)

• Evaluation is a process of obtaining & providing useful information

for judging decision alternative (Mehrens & Lehman, n.d)
Comparison between Measurement,
Assessment and Evaluation
Test Measurement Assessment Evaluation

Tool Scores/Numbers Interpretation of Value

measured data judgement

Question 33 Below average Poor

Paper performance
Thermometer 50o C Above average Hot

Thermometer 5o C Below average Very cold

Need of Measurement, Assessment &
Evaluation
• Selection decision
• Placement decision
• Classification Decision
• Diagnostic & Remedial decision
• Feed Back
• Motivation For learning
• Program Evaluation
• Assigning Marks to students
Role of Measurement, Assessment &
Evaluation
• Guidance & counseling
• Judge Different Qualities
• Use in administration
• Promotion in Next class
• Motivation
• Individual difference
• Improve learning & Methodology
• Research, performance of school, innovation in curriculum
• Self accountability
Types of Classroom Assessment
• Assessment is an integral to the teaching–learning process, facilitating
student learning and improving instruction.

• Classroom assessment is generally divided into three types:

i. Assessment for Learning (Formative Assessment)

ii. Assessment of Learning (Summative Assessment)
iii. Assessment as learning.
Assessment for Learning (Formative
Assessment)
• The philosophy behind assessment for learning is that assessment and
teaching should be integrated into a whole.

• Used to inform instruction

• Used during the process
• Used to adapt teaching to meet learning needs
• Identifies students’ needs and guides instruction on an ongoing basis
• Has a strong, positive and long-lasting effect on learning
Conti…
• The power of such an assessment comes from:

i. Recognizing how much learning is taking place in the common

tasks of the school day,

ii. How much insight into student learning teachers can determine from
this material.
Conti…

• An ongoing assessment that allows teachers to monitor students on

day-to-day basis and modify their teaching based on what the students
need to be successful.

• It provides students with the timely, specific feedback that they need to
make adjustments to their learning.
Conti…
• After teaching a lesson, we need to determine:
i. Whether the lesson was accessible to all students while still
challenging to the more capable;
ii. What the students learned and still need to know;
iii. How we can improve the lesson to make it more effective;
iv. What other lesson we might offer as a better alternative.

This continual assessment of instructional choices is at the heart of

improving our teaching practice.
Conti…
Assessment for Learning

A Classroom Example
Assessment of Learning (Summative
Assessment)

• Terminal --- at the end

• Aims to assess the extent to which the objectives of the instruction
have been achieved
• Long-term and extensive
• Confirmatory
• Is a snapshot that lets the teacher, students and their parents know how
well each student has completed the learning tasks and activities.
• It provides information about student achievement.
Conti…
• Examples

 Mid-term Exam

 Final Exam

 Any paper
Comparing Assessment for Learning and
Assessment of Learning
Assessment for Learning Assessment of Learning

• Checks learning to determine • Checks what has been learned to

what to do next and then date.
provides suggestions of what to
do—teaching and learning are
indistinguishable from
assessment.
Conti…

Assessment for Learning Assessment of Learning

• Is designed to assist educators • Is designed for the information

and students in improving of those not directly involved in
learning. daily learning and teaching
(school administration, parents,
school board, post-secondary
institutions) in addition to
educators and students.
Conti…

Assessment for Learning Assessment of Learning

• Is used continually by providing • Is presented in a periodic report.

descriptive feedback.
Conti…

Assessment for Learning Assessment of Learning

• Usually uses detailed, specific • Usually compiles data into a

and descriptive feedback—in a single number, score or mark as
formal or informal report. part of a formal report.
Conti…

Assessment for Learning Assessment of Learning

• Is not reported as part of an • Is reported as part of an

achievement grade. achievement grade.

• Involves the student. • Does not always involve the

student.
Assessment as Learning
• Assessment as learning develops and supports students'
metacognitive skills.
• It is crucial in helping students become lifelong learners.
• As students engage in peer and self-assessment, they learn to make
sense of information, relate it to prior knowledge and use it for new
learning.
• They develop a sense of ownership and efficacy when they use
teacher, peer and self-assessment feedback.
• This helps them to make adjustments, improvements and changes to
what they understand.
Purpose of Assessment

• The purposes of assessment are:

i. to gather relevant information about student performance or

progress,
ii. to determine student interests to make judgments about their
learning process.
Uses of Assessment
Assessment is used to:
i. Inform and guide teaching and learning
• A good classroom assessment plan gathers evidence of student
learning that informs teachers' instructional decisions.
• It provides teachers with information about what students know and
can do.
• To plan effective instruction, teachers also need to know what the
student misunderstands and where the misconceptions lie.
• It provides a road map for students.
• Students should, at all times, have access to the assessment so they can
use it to inform and guide their learning.
ii. Help students set learning goals

• Students need frequent opportunities to reflect on where their learning

is and what needs to be done to achieve their learning goals.

• When students are actively involved in assessing their own next

learning steps and creating goals to accomplish them, they make
major advances in directing their learning and what they
understand about themselves as learners.
iii. Assign report card grades

• Grades provide parents, employers, other schools, governments, post-

secondary institutions and others with summary information about
student learning.
iv. Motivate students

• Assessment motivates student.

General Characteristics of Effective
Assessment
i. Objective
• The effective assessment is objective, and focused on student performance.
• It should not reflect the personal opinions, likes, dislikes, or biases of the
instructor.
• Teachers must not permit judgment of student performance to be influenced
by their personal views of the student, favorable or unfavorable.
• Sympathy or over-identification with a student, to such a degree that it
influences objectivity, is known as halo error.
• A conflict of personalities can also distort an opinion.
• If an assessment is to be objective, it must be honest; it must be based on
the performance as it was, not as it could have been.
ii. Flexible
• The teacher must evaluate the entire performance of a student in the context
in which it is accomplished.
• Sometimes a good student turns in a poor performance, and a poor student
turns in a good one. A friendly student may suddenly become hostile, or a
hostile student may suddenly become friendly and cooperative.
• The teacher must fit the tone, technique, and content of the assessment to
the occasion, as well as to the student.
• An assessment should be designed and executed so that the teacher can
allow for variables.
• The ongoing challenge for the instructor is deciding what to say, what to
omit, what to stress, and what to minimize at the proper moment.
iii. Acceptable
• The student must accept the teacher in order to accept his or her
assessment willingly.
• Students must have confidence in the teacher’s qualifications, teaching
ability, sincerity, competence, and authority.
• Assessments must be presented fairly, with authority, conviction,
sincerity.
• Teachers must never rely on their position to make an assessment
more acceptable to students.
iv. Comprehensive
• A comprehensive assessment is not necessarily a long one, nor must it
treat every aspect of the performance in detail.
• The teacher must decide whether the greater benefit comes from a
discussion of a few major points or a number of minor points.
• He might assess what most needs improvement, or only what the
student can reasonably be expected to improve.
• An effective assessment covers strengths as well as weaknesses. The
instructor’s task is to determine how to balance the two.
v. Constructive
• An assessment is pointless unless the student benefits from it.
• Praise for its own sake is of no value, but praise can be very effective
in reinforcing and capitalizing on things that are done well, in order to
inspire the student to improve in areas of lesser accomplishment.
• When identifying a mistake or weakness, the teacher must give
positive guidance for correction.
• Negative comments that do not point toward improvement or a higher
level of performance should be omitted from an assessment altogether.
vi. Organized
• An assessment must be organized.

• Almost any pattern is acceptable, as long as it is logical and makes

sense to the student.

• An effective organizational pattern might be the sequence of the

performance itself.
vii. Thoughtful
• An effective assessment reflects the teacher’s thoughtfulness toward
the student’s need for self-esteem, recognition, and approval.
• The teacher must not minimize the inherent dignity and importance of
the individual.
• Ridicule, anger, or fun at the expense of the student never has a place
in assessment.
• Being straightforward and honest, the teacher should always respect
the student’s personal feelings.
• For example, the teacher should try to deliver criticism in private.
viii. Specific
• The teacher’s comments and recommendations should be specific.
• Students cannot act on recommendations unless they know specifically
what the recommendations are.
• A statement such as, “Your second test wasn’t as good as your
first,” has little constructive value.
• Instead, the instructor should say why it was not as good, and offer
suggestions on how to improve the it.
Conti…
• If the instructor has a clear, well-founded, and supportable idea in
mind, it should be expressed with firmness and authority, and in terms
that cannot be misunderstood.
• At the conclusion of an assessment:

 Students should have no doubt about what they did well and what they did
poorly and,
 Most importantly, specifically how they can improve.