ASSESSMENT

AND
EVALUATION

DR. AHMAD SOHAIL LODHI

PhD, Research Leadership, UK
MSc. Educational Leadership, UK
Assistant Professor, University of the Punjab
Lahore, Pakistan
Assessment vs Evaluation
 Assessment is defined as
a process of appraising
something or someone,
i.e. the act of gauging the
quality, value or
importance.
 It is made to identify the
level of performance of an
individual
 Evaluation focuses on
making a judgment
about values, numbers
or performance of
someone or something.
 It is performed to
determine the degree to
which goals are attained.
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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION
Meaning a process of collecting, Described as an act of
reviewing and using data, passing judgement on the
for the purpose of basis of set of standards.
improvement in the
current performance.

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION
Meaning a process of collecting, Described as an act of
reviewing and using data, passing judgement on the
for the purpose of basis of set of standards.
improvement in the
current performance.
Nature Diagnostic Judgemental

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION
Meaning a process of collecting, Described as an act of
reviewing and using data, passing judgement on the
for the purpose of basis of set of standards.
improvement in the
current performance.
Nature Diagnostic Judgemental

What it does? Provides feedback on Determines the extent to

performance and areas of which objectives are
improvement. achieved.

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION
Meaning a process of collecting, Described as an act of
reviewing and using data, passing judgement on the
for the purpose of basis of set of standards.
improvement in the
current performance.
Nature Diagnostic Judgemental

What it does? Provides feedback on Determines the extent to

performance and areas of which objectives are
improvement. achieved.
Purpose Formative Summative

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION

Orientation Process Oriented Product Oriented

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION

Orientation Process Oriented Product Oriented

Feedback Based on observation and Based on the level of

positive & negative quality as per set standard.
points.

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION

Orientation Process Oriented Product Oriented

Feedback Based on observation and Based on the level of

positive & negative quality as per set standard.
points.
Criteria Set by both the parties Set by the evaluator.
jointly.

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 Assessment vs Evaluation
BASIS ASSESSMENT EVALUATION

Orientation Process Oriented Product Oriented

Feedback Based on observation and Based on the level of

positive & negative quality as per set standard.
points.
Criteria Set by both the parties Set by the evaluator.
jointly.

Measurement Standards Absolute Comparative

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 Definition of Assessment
 a methodical way of acquiring,
reviewing and using information about
someone or something, so as to make
improvement where necessary.

 ongoing interactive process…. …..The

assessor……. The assessee

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Definition of Evaluation
 ‘value’ which refers to ‘usefulness of
something’.

 a systematic and objective process of

measuring /observing someone or something,
with an aim of drawing conclusions, using
criteria, usually governed by set standards

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TEST
 Particular type of assessment
 Typically consists of a set of questions
 Administered during fixed period of
time
 Under reasonably comparable
conditions for all students

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 Measurement
 Assigning of number to the results of
test
 Numerical description of the degree to
which an individual possess a particular
characteristic

 In simple terms it answers the question

How much?

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Test ,Measurement, Assessment and Evaluation

Test

Measurement

Assessment

Evaluation

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 General principles Assessment
Clearly specify what is to be assessed has
priority in the assessment process
(general statement of course objectives )

An assessment procedure should be

selected because of its relevance to
characteristics/performance to be measured

(writing under various conditions e.g in-class, tests,

term paper)
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 General principles Assessment
Comprehensive assessment requires a
variety of procedures.
(short answer , essay test etc.)

Proper use of assessment procedures

requires an awareness of their limitation

Assessment is a means to end, not an end in

itself.
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Role of Assessment in Teaching

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Role of Assessment in Teaching

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 Types of Assessment Procedures

 Wide verity of procedures

 Classified on the basis of
 Nature of assessment
 Form of assessment
 Use in classroom instruction
 Methods of interpreting results
 Categories are not discrete
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1.Based on the nature of Assessment

Two Broad categories

1.1 Measure of Maximum performance

1.2 Measure of Typical performance

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1.1 Measures of Max. Performance
 To measure person’s develop abilities or
achievement
 Person try to gain max scores … put best efforts
 e.g Aptitude achievement test
 Aptitude test…predict success in some future
learning activities
 achievement test…indicate degree of success in
some past learning activities
 Different use of results rather tests itself
What a person can do
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1.2 Measures of Typical performance

 Designed to reflect a person’s

typical behaviours
 Personality traits, interests,
adjustments etc.
 Emphasis on obtaining
representative responses rather
high scores
What a person will do
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2.Based on the Form of Assessment

Represents two ends of a

continuum

2.1 Fixed-choice Tests

2.2 Complex-Performance assessment

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2.1 Fixed-choice Tests
 Highly effective
 Objective scoring
 Highly reliable
 Overemphasis on
 factual knowledge
 Low level skills
Multiple-choice, true-false , marching
questions, etc.
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2.2 Complex-Performance assessment

 Extended tasks…complex students

performance
 Higher order thinking
 Authentic assessment
 Time-consuming
 Brief time to responds, no choice
of topic, no chance of revision …do
not fall in this category
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3. Based on the functional role in classroom instruction

Sequence in which it can be applied

3.1 Placement Assessment

3.2 Formative Assessment

3.3 Diagnostic Assessment

3.4 Summative Assessment

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3.1 Placement Assessment
 Is use to determine student’s
performance at the beginning
 Typically focuses on
 Possessed Knowledge and skill
 Extent of developed skills
 Wok habits, personality
characteristics, teamwork etc.
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3.2 Formative Assessment
 Is used to monitor learning
progress during instruction
 identifies specific learning errors
 Feedback for effective learning
 Usually not used for assigning
grands
 First-aid treatment
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3.3 Diagnostic Assessment
 Is concerned with
identification of causes of the
persistent /recurring learning
issues
 Detailed/comprehensive
diagnosis of the problem
 Highly specialised procedure.
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3.4 Summative Assessment

 Typically comes at the end of the

lesson , unit, course
 Determine the extent the instructional
goals have been achieved.
 Provide information for
judging/evaluating the
appropriateness/effectiveness of the
courses objective/instructions
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4. Methods of interpreting results of tests and other
assessment procedures

Two basic ways to interpreting

student performance
4.1 Norm-referenced Interpretation

4.2 Criterion-referenced interpretation

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4.1 Norm-referenced Interpretation

 Describes the performance in term

of the relative position held in some
known group.
 e.g vocabulary score exceeding that
of 90% of graduates of NUST

Relative standing in a norm group.

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4.2 Criterion-referenced interpretation
 Describes the specific performance that
was demonstrated.
 e.g spells 65% of the words in the word list
 Count from 1 to 100
 Partially proficient, proficient, advanced
performance level.

Focus on % of correctly answered items

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Methods of interpreting results of tests and other
assessment procedures

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Some Important terms

 Informal verses Standardised Tests

 Individual verses Group tests
 Mastery verses Survey tests
 Supply verses Selection Tests
 Speed verses Power tests
 Objective verses Subjective Tests

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Questions Please ! ! !

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