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.
Assessment is:
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.
Evaluation is:
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, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041495/
Yambi, Tomas. (2020). Assessment and Evaluation in Education. (researchgate.net)
