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
- Recap Learning Outcomes
- Differentiate between Assessment & Evaluation
- Describe Levels of Assessment and Evaluation
- Differentiate between Types of Assessment
- 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 21st 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:
- Self-assess a range of interpersonal communication skills
- Describe accurately the 9 elements of the communication process
- Differentiate accurately between 5 common communication errors
- Reflect upon personal communication strengths and errors
- 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)
| Criteria | Assessment | Evaluation |
|---|---|---|
| Definition | Understanding the state or the condition of a process through objective measurements and observations. | Determining the value of something. |
| Timing | An ongoing process. It is formative. | A final process. It is summative. |
| Focus of Measurement | Process-oriented. It focuses on improving the process. | Product-oriented. It focuses on the quality of the process. |
| Administrator & Recipient | The relationship administrator and recipient share in assessment is reflective. There are internally defined goals. | The relationship administrator and recipient share in evaluation is prescriptive as there are standards that are externally imposed. |
| Findings | Findings are diagnostic in assessment as they are for identifying areas that need improvement. | Findings are judgmental in evaluation as they come to an overall score. |
| Modifiability of Criteria | Criteria are flexible in assessment as they can be changed. | Criteria are fixed in evaluation to punish the failures and reward the success. |
| Standards of Measurement | Standards of measurements in the assessment are set to reach ideal outcome. | Standards of measurements in the evaluation are set to separate better and worse. |
| Relationship between Students | Students are trying to learn from each other. | Students are trying to defeat/compete with one another |
| Outcome | Assessment shows you what needs improving. | Evaluation shows you what has already been achieved |
Basic HTML Table
| Criteria | Assessment | Evaluation |
|---|---|---|
| Firstname | Lastname | Age |
| Definition | Understanding the state or the condition of a process through objective measurements and observations. | Determining the value of something. |
| Timing | An ongoing process. It is formative. | A final process. It is summative. |
| Focus of Measurement | An ongoing process. It is formative. | An ongoing process. It is formative. |