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Hola: The distinction between evaluation and assessment In the field of evaluation, there is some degree of disagreement in the

distinctions often made between the terms 'evaluation' and 'assessment.' Some practitioners would consider these terms to be interchangeable, while others contend that evaluation is broader than assessment and involves making judgments about the merit or worth of something (an evaluand) or someone (an evaluee). When such a distinction is made, 'assessment' is said to primarily involve characterizations objective descriptions, while 'evaluation' is said to involve characterizations and appraisals determinations of merit and/or worth. Merit involves judgments about generalized value. Worth involves judgments about instrumental value. For example, a history and a mathematics teacher may have equal merit in terms of mastery of their respective disciplines, but the math teacher may have greater worth because of the higher demand and lower supply of qualified mathematics teachers. A further degree of complexity is introduced to this argument when working in different languages, where the terms 'evaluation' and 'assessment' may be variously translated, with terms being used that convey differing connotations related to conducting characterizations and appraisals.

Hola!

Quisiera ms aclaracin sobre la traduccin de la palabra "assessment" en el mundo pedaggico. He aqu la diferencia entre assessment y evaluation segn lo emplean los maestros: When you assess your individual students, you gather information about their level of performance or achievement. Evaluation is comparing a student's achievement with other students or with a set of standards.

Les pregunto porque hay un departamento cuyo nombre quieren que traduzca y se llama "Research, Assessment, and Evaluation."

Muchas gracias!!

Hi,

Asessment is related to the judgement of a situation Assessment of damage is a qualitative view of the situation An evaluation is quantitative susually based on facts, statistics, or simply numbers. Evaluation of the dammage is estimated at 5000 dollars/euros...

Field and topic: assessment and evaluation = valoracin y evaluacin? ---------------------

Sample sentence: Assessment is a measure of forming an opinion of a student's progress -- be it through an interivew, observation, an informal chat, or participation in class. It can happen at any time. Needs assessment happens before teaching, and it happens on an on-going basis.

Assessement is not synonymous with formative evaluation. Evaluation is not synonymous with summative evaluation. You can have little quizzes for marks throughout a course, and that would be formative evaluation. Likewise, you could have a project at the end of a course to demostrate all learning for which no marks are given and feedback is only provided; this would be a sort of summative assessment.

The term evaluation is commonly used to describe the process of assessing and assigning value to (based on benchmarks and critieria) a test, exam, portfolio, essay, etc. It would be somewhat cumbersome and conterproductive to grade all student questions posed in class on a scale of 1 10. Yikes!

Having said this, is valoracin the equivalent Spanish term for assessment?

Thanks!

Hola: The distinction between evaluation and assessment

In the field of evaluation, there is some degree of disagreement in the distinctions often made between the terms 'evaluation' and 'assessment.' Some practitioners would consider these terms to be interchangeable, while others contend that evaluation is broader than assessment and involves making judgments about the merit or worth of something (an evaluand) or someone (an evaluee). When such a distinction is made, 'assessment' is said to primarily involve characterizations objective descriptions, while 'evaluation' is said to involve characterizations and appraisals determinations of merit and/or worth. Merit involves judgments about generalized value. Worth involves judgments about instrumental value. For example, a history and a mathematics teacher may have equal merit in terms of mastery of their respective disciplines, but the math teacher may have greater worth because of the higher demand and lower supply of qualified mathematics teachers. A further degree of complexity is introduced to this argument when working in different languages, where the terms 'evaluation' and 'assessment' may be variously translated, with terms being used that convey differing connotations related to conducting characterizations and appraisals.

hola julimedellin, la diferencia radica en que assement es la manera en la que evaluamos a los alumnos, por ejemplo un ensayo un resumen, las evaluacion periodicas o sumativas que realizamos durante un curso y lo que se busca con el assement es k los alumnos aprendan, por otro lado evaluacion es un termino mas fuerte y ermetico nosotros como maestro evaluamos el programa para ver si tiene fallas o va deacuerdo a las necesidades de nuestros alumnos y solo podemos somerte al programa a algunas pruebas piloto, tambien podemos ser evaluados como maestros, respecto a nuestra metodologia o didactica.

espero haberte ayudado en tu duda, si no busca en la web alternative assement or evaluation versus assement.

Assessment and Evaluation do mean the same thing in general terms but their meanings are differentiated in professional educational settings (teachers, schools, education authorities, school inspectors, examination boards).

The usage of these terms also differs somewhat between AE and BE so I will comment on their use in British educational settings and leave the AE to someone else.

"Assessment" is the process that a teacher/examiner conducts to measure how much a student/candidate has learned. e.g.

The students will be assessed at the end of the year. Assessment is done weekly.

"Evaluation" is the process used to measure how effective a particular approach or method is to achieve specified ends. eg:

The students are using computer-based learning this term and the teachers will evaluate its effectiveness at the end of the year.

We must evaluate the new methods of assessment to ensure that they are valid, reliable, relevant and fair.

Do, please, look out for the North American usage of these terms as you are likely to find their use quite different; I have seen examples where it appears to be a complete reversal but I don't know how typical that is!

Difference Between Assessment and Evaluation

Categorized under Career & Education,Miscellaneous | Difference Between Assessment and Evaluation

Assessment vs. Evaluation

In almost all aspects of a scientific inquiry or study, clinicians and professionals use their own methods to help them arrive at their solution. Doctors, nurses, scientists and many others all agree, that a step by step approach to problem solving, is the key to finding the best answer.

In the said process, the steps often include assessments, goal setting, plans, implementations and evaluations. The two sections that are the most worthy to mention, are the assessment phase and the evaluation phase. In an assessment, you are going to clearly note all data, which includes the objective and subjective claims of your subject. Everything that has transpired, and has been observed by you, for a certain period of time, is included in this preliminary step. Thus, an assessment is obviously the first step in a scientific process or inquiry. This forms the basis for future evaluations, whether there has been a change or not, and is considered to be the preliminary evidences of the study. It is also important to note, that the main purpose of assessment is to bring about improvement in the subject under study. This subject can be of any type, may it be a happening or event, a place, a condition or an individual.

On the contrary, an evaluation, or evaluations, are a set of statements or activities that seek to point out whether the objectives were met. It is the last part of the inquiry, and involves telling the people whether the solution or the goal has been realized or not. Evaluation can result in three things: One is that there has been a positive change, the second being a negative change, and the last being no change or development at all. By comparing the outcomes with the preliminary data noted in the assessment, clinicians can easily form the basis of their evaluation. In the case of teachers, for example, when they give certain marks (scores) to their students, they are already giving an evaluation. It is through this process that they can gauge the performance and overall learning of their students.

In summary, assessment and evaluation are the terminal ends of all scientific inquiries. They need each other, and they support one another. They are also essential for the improvement of the subject or the person.

1. Assessment is done at the beginning of the inquiry, whereas evaluation is usually done at the end.

2. Assessment seeks to note down all data, both subjective and objective, while evaluation notes down whether there has been changes or improvements in the data.

Read more: Difference Between Assessment and Evaluation | Difference Between | Assessment vs Evaluation http://www.differencebetween.net/miscellaneous/difference-between-assessmentand-evaluation/#ixzz1soOVNdZz

One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). Assessment requires the gathering of evidence of student 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. Evaluation on the other hand 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. Assessment would be a review of journal entries, written work, presentation, research papers, essays, story writing, tests, exams etc. and will demonstrate a sense of more permanent learning and clearer picture of a student's ability.

One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). Assessment requires the gathering of evidence of student 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. Evaluation on the other hand 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. Assessment would be a review of journal entries, written

work, presentation, research papers, essays, story writing, tests, exams etc. and will demonstrate a sense of more permanent learning and clearer picture of a student's ability.

What Is Approach, Method and Technique?

The concept of approaches, methods and techniques may make some university students and teachers get confuse. As an English teacher the knowledge of these concepts are very important so that we can equip ourselves as a teacher to organize our classroom practices. Teacher as an individual who is put in the classroom situation and is expected to play certain set of roles. In the classroom activities where teacher interact with his students, teacher performs a number of related activities. These activities are the component elements of the teacher's overall behavior in the classroom. In other words, the teacher's behavior in the classroom consists of component acts each of which can be of two kinds. (1). a disorganized and haphazard set of acts without essential and well intended relatedness among the component acts, (2). an organized, sequential and fully related set of acts each of which is intended to serve some specified purpose. These component units of the teacher's behavior in the classroom is called techniques.

Teacher behaves in the classroom and organizes the teaching activities in accordance to a set of proximate principles which are either the teacher's own mental construct or are based on recommendations by experts. These proximate principles or guidelines are called methods. These proximate guidelines are directly linked to two factors. (1). The teacher's own understanding of an insights into the nature or language, the child and of classroom practices themselves, (2). Theories which are directly intended to highlight classroom practices in general language teaching in particular. These comparatively remote principles and theories which on the one hand highlight the language behavior in the classroom, and on the other indirectly control the teacher's classroom performance are known as approaches. The approaches further are determined by the theories on language which may psychological theories or linguistic theories.

Source: http://www.shvoong.com/social-sciences/education/2031512-approach-methodtechnique/#ixzz1soTCCtdX

In more detail, according to Anthony (1963:63-7)

An Approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. an approach is axiomatic, a method is procedural. Within one approach, there can be many methods. A technique is implementational, that which actually takes palace in a classroom. It is a particular trick, strategem, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method and therefore in harmony with an approach as well.

Source: http://www.shvoong.com/social-sciences/education/2031512-approach-methodtechnique/#ixzz1soTMbu8J In more detail, according to Anthony (1963:63-7) An Approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. an approach is axiomatic, a method is procedural. Within one approach, there can be many methods. A technique is implementational, that which actually takes palace in a classroom. It is a particular trick, strategem, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method and therefore in harmony with an approach as well.

Source: http://www.shvoong.com/social-sciences/education/2031512-approach-methodtechnique/#ixzz1soTMbu8J

APPROACH ==> ASSUMPTION :An approach is a set of correlative assumptions about the nature of language and language learning

METHOD ==> PLAN :A method is a plan for presenting the language material to be learned and should be based upon a selected approach.

TECHNIQUE==> TRICK :A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective.

Thus we can conclude that approach is translated into method that contains technique with series of procedure.

Read more: What is the difference among method, technique, and approach | Answerbag http://www.answerbag.com/q_view/1054221#ixzz1soVGZlL5

An approach is something that reflect a certain model or research paradigm --- a theory if you like. an approach is the broadest of three. A method is a set of procedures that describe how to teach a languages.It is more specific than approach And a technique is a classroom device or activity and it is more specific than method

Read more: What is the difference among method, technique, and approach | Answerbag http://www.answerbag.com/q_view/1054221#ixzz1soVZtI2C

An approach is a set of theories and principles,a method is the way you apply these theories and priciples ,and a technique is the tools and the tasks you use to make your method succeed

Read more: What is the difference among method, technique, and approach | Answerbag http://www.answerbag.com/q_view/1054221#ixzz1soVlkJta