The terms assessment and evaluation are often used interchangeably. However they are quite different in how and when the review is implemented, the focus of the review, and what is done with the findings of the review. The table below compares assessment and evaluation.
|Content: timing, primary purpose||Formative: ongoing, to improve learning||Summative: final, to gauge quality|
|Orientation: focus of measurement||Process-oriented: how learning is going||Product-oriented: what’s been learned|
|Findings: uses thereof||Diagnostic: identify areas for improvement||Judgmental: arrive at an overall grade/score|
Assessment and evaluation encompass everything from institutional level to individual student level outcomes within a course. This section of the website focuses on assessment and evaluation in student learning and instructor teaching.
Classroom assessment techniques (CAT) are relatively quick and easy formative evaluation methods that help you check student
You don’t have to be an assessment expert to employ sound evaluation practices to guide your teaching.
The Office of the Senior Vice President and Provost oversees student outcomes assessment across all levels (university, college,
Peer assessment describes a range of activities in which students evaluate and provide feedback in the work
Steps to Better Course Evaluations Make course expectations explicit CELT recommends making invisible expectations explicit. Implementing constructive
These guidelines and recommendations were developed from a review of the research conducted by a subcommittee of
You can learn a great deal about how your students are learning in a course, and what
Content adapted from: Angelo, T and Cross, K.P. 1993. Classroom assessment techniques a handbook for college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. pp 427.