Assessment and Evaluation

Everything that can be counted does not necessarily count;  Everything that counts cannot necessarily be counted.​

— Albert Einstein

In comparison . . .

Assessment	Both	Evaluation
is ongoing	require criteria	provides closure
is positive	uses measures	is judgemental
is individualized	are evidence driven	is applied against standards
provides feedback		shows shortfalls

Agenda

1. Recap Learning Outcomes​
2. Differentiate between Assessment & Evaluation ​
3. Describe Levels of Assessment and Evaluation​
4. Differentiate between Types of Assessment ​
5. Explain Evaluation Best Practices ​

Recap: Levels of Learning Outcomes

Goals

• Broad statement that describes intended learning​
• Provides overall direction​

Objectives

• Specific statements that describe what learner is intended to be able to do after completing an educational session​
• Intended results of instruction​

Learning Outcomes

• Explicit statement that describes attained learning by the end of an education sessions​
• Achieved results of instruction

Hierarchy of Learning Outcomes

Goal

Objective​​

• Learning Outcome​
• Learning Outcome​

Objective

• Learning Outcome​
• Learning Outcome​

Hierarchy of Learning Outcomes

Goal: Graduates of this program will demonstrate 21^st century employability skills

Objective​​ 1: Learners in this program will demonstrate effective interpersonal communication skills

Learning Outcomes. Upon successful completion of this session, learners will be able to:​

1. Self-assess a range of interpersonal communication skills                      ​
2. Describe accurately the 9 elements of the communication process​
3. Differentiate accurately between 5 common communication errors ​
4. Reflect upon personal communication strengths and errors​
5. Create a personal plan to reduce communication errors and increase communication efficacy​

Objective 2: Learners in this program will demonstrate effective teamwork skills​

• Self-assess conflict management style with the Thomas-Kilman conflict mode tool​
• Differentiate accurately between the 5 Thomas-Kilman conflict management styles​
• Role play 2 conflict responses accurately​
• Reflect upon strengths and weaknesses of personal conflict management style​
• Create a personal plan to manage conflict more effectively with self and others

Authentic Assessment and Evaluation

Institutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued. ​

— Banta, Lund, Black, & Oblander (1996)

Assessment

1. Assessment is understanding the state or the condition of a process through objective measurements and observations.​
2. Assessment is an ongoing process. It is formative.
3. Process-oriented. That means it focuses on improving the process.
4. The relationship administrator and recipient share in assessment is reflective. There are internally defined goals.
5. Findings are diagnostic in assessment as they are for identifying areas that need improvement.
6. Criteria are flexible in assessment as they can be changed.
7. Standards of measurements in the assessment are set to reach ideal outcome.
8. Students are trying to learn from each other.
9. Assessment shows you what needs improving.

Evaluation

1. Evaluation is determining the value of something.
2. Evaluation is final process. It is summative.
3. Product-oriented. That means it focuses on the quality of the process.
4. Criteria are fixed in evaluation to punish the failures and reward the success.
5. The relationship administrator and recipient share in evaluation is prescriptive as there are standards that are externally imposed.
6. Criteria are fixed in evaluation to punish the failures and reward the success.
7. Standards of measurements in the evaluation are set to separate better and worse.
8. Students are trying to defeat/compete with one another.
9. Evaluation shows you what has already been achieved.