In the area of learning and development, assessment is often confused with evaluation. So, what is the difference? As a learning designer, how can you leverage assessment and evaluation?
Assessment is used to take a closer look at the progress of learners and to collect information and evidence about their learning and the teaching process. This includes engaging in an ongoing dialog to gather inputs and feedback from the learners and providing them with critical feedback that is helpful towards meeting the learning outcomes. In that sense, the primary purpose of assessment is to improve both the learners’ learning as well as the facilitator’s teaching.
Assessmentis: an ongoing, systematic process of gathering information using established standards to make a determination about a participant’s learning or to inform the instruction. The purpose of assessment is to improve the quality of learning.
Evaluation is used to make a judgement or put a value to the learning and the achievement of the outcomes based on established criteria. Once we provide value to the learning, we can then make key decisions about providing inputs and feedback to improve performance or consider other steps such as providing additional inputs and resources to further enrich the learning.
Evaluationis: the process of judging or putting a value on a learning process using established criteria to identify the degree to which knowledge or skill has been gained and applied. The purpose of an evaluation is to judge the quality of learning.
While the definitions highlight the differences between assessment and evaluation, I also see some similarities between the two. Both require the use of established standards or criteria, the application of specific method(s) of observation and measurement, and the use of the collected information to aid in decision-making. In addition, based on my experience as an adult educator, I see the purpose of assessment and evaluation as follows:
1. To communicate
I use assessment and evaluation as a bridge between the participant and the facilitator. It is a way for the participant to communicate their learning and progress to the facilitator and for the facilitator to share inputs and feedback on their learning. With this purpose in mind, a facilitator does not need to assign a mark or a grade for such a communication to take place. However, there is a need to be clear and transparent about the learning outcomes and assessment criteria and a need to be diligent about providing timely and qualitative feedback on the participant’s learning with respect to these outcomes and criteria.
2. To guide workplace performance
What we choose to evaluate tells our participants about what we value. Therefore, I use evaluation as a tool to guide workplace performance and align learning to business outcomes. The choice of learning outcomes, assessment criteria, and evaluation standards informs the participants about what is valued and expected at the workplace. It demonstrates the importance and value of the task (that is being taught) and how performing the task effectively is critical to the success of the participant and of the business.
3. To encourage continuous learning
I see the core purpose of assessment and evaluation to aid in continuous learning for both the participants as well as the facilitators. When we share information about a participant’s progress with the participant and with other stakeholders, it is a way to not only view the progress from a learning perspective but also to identify areas that require further work for both the participant and the process. Similarly, inputs and feedback from the participant to the facilitator aids in improving the teaching process and the facilitator’s skill in creating the right environment for learning. An effective assessment and evaluation approach needs to answer the question, “What needs to be improved?”
"Ultimately, assessment defines what students regard as important, how they spend their time, and how they come to see themselves as students and then as graduates. Because students take their cues about what is important from what is being assessed, if you want to change student learning, then change the method of assessment.” (Lombardi, M. (2008), p. 2)
References:
Fenwick, T. J. & Parsons, J. (2009). The art of evaluation. A resource for educators and trainers. 2nd Edition. Toronto: Ontario. Thompson Educational Publishing
Lombardi, M. (2008). Making the grade: The role of assessment in authentic learning. Retrieved October 15, 2018, fromhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041495/
Yambi, Tomas. (2020). Assessment and Evaluation in Education. (researchgate.net)
This post was originally published at:Designed for Learning!: Assessment and Evaluation in Learning (tarunagoel.blogspot.com)
