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Assesdnee*t vs. E*raluation
""Noil @ Sonr ryrvnn

In alrnost all aspects of a scientific inquiry or stuc{y, prof,essionals 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 p

In the said process, the steps often inclirde assessmer.ts, .'oal qetfins. plans,
l The two Sections that are the rnost worthy to mention, are the
assessment phase and the evaluation phase. In an aslessment, yau are goin@
data. which includes the objective and sfi EvgLilglhat has
tre is-included-ln this
pGifirnA{y step ire filst siep in.a scientiic process or inquiry,.
This forms the basis_for futwe evaiuatiryrs-whether there haFEeen? change or not, and is
consideredtobet@t:t}restudy.itisalsoimporrant.too-ot",thatriremain
HryO in the subi . This subject can
b-e oT?ny tfpe, may it 6-e a ng or event, aplace, a condition or an individual.

Evaluatioflcan result in thieelhisgf,: One is that tirere has been a positive chauge. the
second beinc a 6ilT6il1ast being of e!_ail. By
eomp*"rin-f.the outoomes with the preiiminary data-noted rn the asses.srnent, clinicians can easily
tbrm the basis of tleir evaluation. In the case of ers. f,or examole- when thev cive ceftain
to their students, ihey are al ion. It is throuEh this nrocess
that they can learning of their

lim*$ enrfs of sEI eciemtific

iitcluiries, Thev n*ecl-each other, *mS.tliey sinpliort one*arloflie{,'F}:ey are:rlso essentiatr 'oI
-t& e i ryp
royolrleq{ q{ f hs_ gurh_! etl g .q r: []-,] p_ $] q rS m &

-
POINTS FOR COMPAruSON

1. Assessment is .done at the beginning of the inquiry, whereas evaluation is usually done at the
end.
2. Assessrnent seeks to note down all data, both subjective and objective, while evaluation notes
down whether there has been changes tr iraprovements in the data.

Subjeetive vs Oh"iective

In stories, newspapers, and the spoken word, people all over the world are trying to
convince you to think as they do. They are bornbarding you with facts and figures, opinions and
projections. It is up to you to create order within this chaos and find the patterns that will help
 yo'rrto understand what is tr*e, what could be true, and r,vhat is outright false. In order to do all
this, you need to have afirm grip on wirat is ubjective aad what is subjective.

Sbjective & Suhjective Defined

as
d ne r,s?oxsd tn *u qtdlll'
O-bfeclrvg is a statement that is corupletely unbiased. It is not touched by the speaker's
previous experiences or tastes. It is verifiable by lookeng up fucts or performing mathematical
calculations.
--'f a?{inunTnl'''on'
Subiectiv6
#-
{ 1*
is u dtaternent tha
a dthternent that has been colo
.r €
It oftenEai a BEis in reaiify, but reflects the
It cannot be verified using concrete facts and figures.

lVhen to be Objective and Subjective

Objective : it is important to be objective when you are making any kind of a rational
decision. it *igt t involve purchasing something or cleciding which job offer to take. You should
aiso be objective when you are reading, especialiy news soilrces. Being objective when you are
meeting and having discussions with new pe*plo helps yo$ tc keep yow concentratioa focused
on yopr goai, rather than on ariy emoticils ycur meeting might trigger.
Subjective : can ,;ie used
whsn notiiing tangible is at stal<*, 'vYhenyou Are watohing a rnovie or
reading a book for pieasure, being subjective and getting caught up in the world of the characters
makes ygm axpcriqqg-q pqqr _ e!,jo)'gbl.g. Ilyou are discuss:ng arry type of, arf, yau have to keep in
rrind that everyone'$ opinions on a palticurar piece are subjective.

Objective sounds like the word object. You should be objective whenever you are
discussing an object, something concrete that you carr hold or touch. The facts that make up your
objective shouid aiso be concrete, soiid objects. Subjective is just the opposite. You cannot point
to subjective subjects. They are all in your head and your past experiences. Suirjective opinions
are ephemeral and sub-iect to any number ef factors that ca* range frcrn facts to emotions. \

Exampies of objective inciude scieniific facts and mathematica! proofs, essentially

anything that can be backed up with solid data. Subjective include cpinions, interpretations and
any type of marketing presentatioits

SUhTMARY

f,. Objective and subjective statements are used by speakers to their points aoross.
p Objective statements are facts that can be verified by third ilarties, while subjective statements
may or rnay not be entirely true as they are colored by tle opinions of the speaker
3. Objeotive statements are most commonly fo*nd in the trrard scieuces, whereas subjective
statements are generally used to descrihe the arts.
 Forruative vs $ummative Assessment

As students, you often wondered why you have to take quizzes and tests as you go along
in the discussion of,your lessons. At the end of the unit, you also have the more cornprehensive
and harder examinations th,at you treed to sfudy well.

These are actually tools that teachers use, so that they can evaluate the degree 'of
understanding and progress a sfudent has made in class. These will allow her to know if the
students hav-e tlenefitod from her methods or not.

Formative and summative assessments will allow her to determine whether her methods
are effective ia conveying the knowledge that she wants to impart to the students.

Formative Assessnneno
, Wu
Formative assessment is a teachin
students have learned and how much the
assl --- ffizzes and class discussions.

They are given more frequently but carry lesser grading weight, because they are only
used to deterrnine which areas in the teacher's instructions are not understood by the students
and how much aiewher still have to teach them.

-Ebr$atiye- asoessmenJs allor,v teachers to know the effectiveness of learning tools and
help them change their methods and find whlch ones are rnore effective in heiping the students
understand what is being discussed in class.

Summative Assessment

Summative assessment is a teaching tool that evaluates students

pery is of deterrninine the the student for the rurit that has
been

It is used to evaluate whether the students are reari to take statewide tests and to provide
infonnation on the progress made by schools, its adminisfiators aad public or locai agencies in
relation to policies in education.

Surnrnative assessrneats are conducted formally and can be in.the form of_quizzes.
es@y are given at the end of a unit to determine how much the student
has learned abouJthe whole lesson and if they have met academic standards. They can also help
the teacher find better teaching methods to use, if the summative assessment results are not
satisfactory.

SLMMAR.Y

1. Formative assessments me given more fiequently than'summative assessments.

 2. Formative assessments are less formal than summative assessments.

3. Forrnative assessments are used to determine how much the students have leamed and what
they still have to learn, while summative assessments are used to determine a student's overall
performance in a certain unit.

4. Formative assessments allonr teacirers to asssss their teaching rnethods and make changes to
help students understand the lesson, while sumarative assessmeats wili aliow teachers to change
her teaohing methods for the next school year, if students did not perforrn well

5. Formative assessrnent grades do not carry much weight, while summative assessment grades
are the basis f,or determining the readiness of the students to take statewide tests and in
evaluating his overatrl academic performance.

Methods of Assessmsfit

With the release of the National Science Education Standards, the issues of why, how,
and what we, as teachers, assess in our classrooms will become a major challenge in the
multifaceted science reform effort currentiy underway. As are chansi
about what constitutes inquiry-based and
actl solvins^ there i
curricul a4!! gqlg$qment. Classroorn assessment techniques are
focusin iig- as-sessments more ctrosely with the instrudtional strategies actually used with
children.

4
46u// )
Selecting methods af assessment 1

Adapted by Lee Dunn from: Morgan, Chris (1999) Southern Cross University, New
South Wales, Australia. (Unpublished material for Souther:l Cross University booklet'Assessing
Sfudents') There is a wealth of assessment methods used in higher education to assess sfudents'
achievements.

The primary goal is to choose a method which most effectively assesses the objectives of
the unit of study. In addition, choice of assessment methods should be aligned with the overall
aims of the program, and may include the developrnent of disciplinary skills (such as critical
evaluation or problem solving) and support the development of vocational competencies (such as
particular comrnunication or team skills.)

Hence, when choosing assessment items, it is useful to have one eve on the imm
task'of assessing student learning in a purti.ului un th" broade,
 aims of Ideatly this is something You do
your academic colleagues so there is a planned assessment strategy across a program'

When considering assessment methods, it is particularly about what

ql lities or abilities You are ng to en 1996) prov
ei ies of category some

in dweloping, reflecting,

"n Essay,
Report
. Journal
Letter of Advice to .... (about policy, public health matters, etc.)
". Present a case for an interest group
o Prepare a committee briefing paper for a specific meeting
. Book review (or articie) for a particularjournal
. Write a newspaper article for a foreign newspaper
. Cornment on an artiole's theoretical perspective

2. Soi . It can be applied in identifying problems, posing

problems, defining Problems, analyzing dats, reviewing, designing experiments, planning,
appiyiag information.

n Probiem scenario
. Group Work
Work-based problem
q 'o Prepare a committee of inquiry report
". Draft a research bid to a realistic brief
Analyze a case
. Conference paper (or notes for a conference paper plus annotated bibliography)

procedures and techniques. It is applicable in computation, taking

procedures, following protocols, carrying out

a Demonstration
a Role Play
a Make a video (write script and produce/make a video)
o Produce a poster
o Lab report
o Prepare an illustrated manual on using the equipment, for a particular audience
a Observation ofreal or simulated professional practice
 It is usefui when working co-operatively, working
being self-directed, managing time, managlng tasks,

."
Journal
Portfolio
"r Leaming Contract
Group work

5. Accessing and managing information, Tiris is very useful when researching investigating,
inter$i6r-ng organizing inforrnation,.reviewing and parai:hrasing information, collecting data,
searching and managing information sources, observing and interpreting.

. Annotatedbibliography
. Project
. Dissertation
. Applied task
" Applied problem

6. Demonstrating knowledge and understanding-recalling, describing, reporting, recounting,

recoguztng, rdentltyrng, relatrng & rnteffel atlng.

o Written examination
". Oral exunination
. Essay
e Report
, Comment on the accutacy of a set of records
. ProduceanA -Zaf ...
. Write an answer to a client's question
. Short answer questions: TruelFalse/ Multiple Choice Questions (paper-baseC or computer-
aided-assessment)

7. npgrag,-creating performing-imagining visualizing, designing, producing creating,

innovating performing

. Portfolio
. Performance
o Preseatation
". Hypothetical
Projects

, communication within a group, verbal,

describing, advocating, interviewing,
negotiating, presenting; using specific written forms)

. Written presentation (essay, report, reflective paper etc.)

 u Oral presentation
o Group work

."
Discussion/debatelroiepiay
Participate in a 'Court of Enquiqy'
o Fresentation to camera
q Observation of real or simulated professional praciice

The Nature of Assessment

Assessment can be defined as a sarnple taken frorn a larger domain of content and
process skills that allows one to infer student understanding of a part of the larger domain
being explored. The sample may include behsviors, p{oilqcIs, knory.lq{k, -and
pjrtorimances. Assessment is a continuous- otcoing process t-hat invoives examining and
i----<'r -i..--r
oDserungc.Eiidren'sbehaviors,ffianddevelopingquestionsto..
promote ionceptiral trnderstanding. The t-ryffi
anydiscussionofassessnrentandcanbethoughtofasaILjIaminationofsfudentw
twr @41]o
pe@ or xlgqrfiqqnt tqq[s tqat-]** @
iifeinsideando@
Constructivism is the idea that learning is an actjvg process of building meaning
ibr
-- oneself. Thus, stucienrs r'ir new icieas inro rrrefrmaafexrffiEffi
frameworks. Construotivists believe that the learner$' preconceptions and ideas about
science are critioal in shaping new understanding of scientific concepts. Assessment
based r:n constructivisi theory rnust link lhe threq-_ig,lated issues ofutudqnt pdo(
knowledge (and misconceptions), stucient lAm'ing1fr;Grd mulEpta ibilitieg,' *nd
teat@for depth of understandingffi of coverage. Mearringful
ass co"ceptualnttilroE, not just focusing
on discreet facts and principres.
Iha trnftrr., tta hotrrr.
The Purpose of Assessment

Critical to educatcrs is the use of assessment to both irform and guide instruction. Using
a wide variety of assessment tools allows a teacher to detefinine which instructional strategies
are effective and which need to be modified. in this way, assessment can be used to improve
classroono practice, plan curriculurn, and research one's own teaching practice. Of course,
assessment will always be used to provide information to children, parents, and administrators.
In the past, this information was primarily expressed by a i'grade". Increasingly, this information
is being $eefl as a vehicle to empower students to be self-reflective learners who monitor and
evaluate their own progress as they develop the capacity to be self-directed leamers. In addition
to informing instruction and developing learners with the ability to guide their own instruction,
assessmeat data can be used by a school district to measure student achievement, examine the
opportunity for children to learn, and provide the basis for the evaluation of the district's science
program.
' Assessment is changing for many reasons, The valued outcomes of science and English
learning and teaching are piacirg'greater emphasis on the student's ability to inquire, to reason
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scientifically, to apply science concepts to real-world situations, and to communicate effectively
what the chiid knows about science. Assessment of scientific facts, concepts, and theories must
be focussd not only on measuring.knowledge of subject matier, but on how relevant that
knowledge is in building the capacity to apply scientifio principles on a daily basis. The teacher's
role in the changing landscape of assessment requires a cliange from merely a collector of datq
to afacilitator of student uncierstanding of scientific principies.

Variety in assessment

It is interesting to note that the eight learning outcornes tristed above would be broadly
expected of any graduating learner from a higher educatian program. Yet, when choosing
assessment items, we tend to stay with the known or the 'tried and true methods', because they
seem to have the ring of academic respeotability, or possibly because it was the way we were
assessed as undergraduates ourselves.

From leamers'perspectives, however, it often seems as if we are turning them into'essay

producing machines' or 'examination junkies'. When chocsing methods it is important to offer
variety to learners in the way they demonstrate their learning, and to help them to develop a well-
rounded set of abilities by the time they graduate.

Achievement vs Aptitude Tests

In iine with educatiorr, taking tests has been-a way of life for strdents who are still
studying in schools. There are many types of tests that gauge various strengths or
weaknesses of a student. Often they are taken to measure the psychological, logical, and
general intelligence_of a student. Some of the ruore popular test forms administered
' nowadays are the achievement and aptitude tests.

. To measure one's ability or capability to leam, an aptitude test is the most appropriate
test form to be administered. Taking such a test will help evaluators, parents and teachers
foretell how a particuiar student is likely to fair in school. Because of the nature of this
exam, there's actually no need_to study or prepare ior it because you don't havt any
specific rneans to study for an aptitude evaluation. Nonetheiess, there are some techniques
that may help the student gain better results f,or an aplitude exam.

These arcthe foilowing:

1. Foster or encourage reading among your students.

2. Converse with them on topics thatare leaning more on current events
3. Provide a dictionary and thesaurus readily available for your students for quick reference with
sorne newly eacountered words or terms.
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 4. Take them to art galleries, museums, libraries and other enriching locations within the area.

Converseiy, achievement tests are very different in the sense that these exams are taken
to gauge the extent of what the chitd or student has already learned. In this regard skills and
cunent knowledge regarding both famitiar and trivial subject matters, which were rnost likely
discussed previously, can all be included. This type of test is probably the rnost commonly used
test form at school because almost all test that measwe the knowledge of what the students have
leamed f,rom the lessons are achievernent exarns like long test, preliminary exafi1s, midterm and
final exams.

When taking achievement tests, the student must first have some time to refresh his
memory and study. Repeated and quality reviews can help the student get higher marks for
achievement exams.

SUMMARY

1. Achievement tests are used to predict the student's likelihood to pass or perform in school
whereas achievement tests are those that measure what the student has already learned in
general.

2. There is almost no specific or guaranteed way to prepare for an aptitude tost while a review,or
study on previously learned lesson can be used to prepare prior to achievement test.

TTTREE (3) STAGES CIF ASSESSHIENT

Assessment can be divided into three stagesPbaseline assessment, formative assessment,

and sua[mative assessment. Baseline
.-n--17Js;*--- €
asserygg!_estab elfixfenl's
roerstanor
-r-
provides i instruction
throughout the unit, ummative assessment informs both 6e student an-dThe teacher about
ifresthaffi.
The wide range o and skills that can in classroom requires the
use of a variety of assessment formats, Some formats, and the stages of assessment in which they
most likely would occur, are shown in the table.

ASSTSSMENT TORMATS
1

i
f .- .-
j Format -
'---'"' I

i-^^^,.,..^
;IJaselme i iOrat and unitten r.rpomm
' based on inaruiOuai**p"rirr". i

l;:::-::-
rodvoourv,ar i
--
iAssessments
JrlrDvoourv,ar
i-
iBaseline
J/ i
jAssess prior knowledge i

j iMultiple choice, ;hrtd*.r, ribA i-

il-O.rr
and Pencil iresponse, written reports "i.uy, "orit iFormative
ilests
tl,r i I
i iAssess students acquisition of knowledge and concepts j

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