Evaluation and Assessment

WHAT IS ASSESSMENT?
DEFINITIONS
Various definitions of assessment and the role it plays in teaching and learning:
1. Assessment involves the use of empirical data on student learning to refine programs and
improve student learning. (Assessing Academic Programs in Higher Education by Allen
2004)
2. Assessment is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences;
the process culminates when assessment results are used to improve subsequent learning.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to
learning by Huba and Freed 2000)
3. Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students' learning and
development. (Assessing Student Learning and Development: A Guide to the Principles,
Goals, and Methods of Determining College Outcomes by Erwin 1991)
4. Assessment is the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development.
(Assessment Essentials: planning, implementing, and improving assessment in higher
education by Palomba and Banta 1999)
APPLICATIONS
Assessment at Westminster begins with the goals for student learning articulated in the College
Mission and Outcomes Statements. These institutional goals are implemented at the program
and course levels. Assessment at these levels provides information that enables the College to
determine the extent to which its goals for student learning are being met. Assessment data also
guides revision at the program and course levels designed to enhance student learning.

FUNDAMENTAL COMPONENTS OF ASSESSMENT
Four fundamental elements of learner-centered assessment:
1. Formulating Statements of Intended Learning Outcomes - statements describing

intentions about what students should know, understand, and be able to do with their
knowledge when they graduate.
2. Developing or Selecting Assessment Measures - designing or selecting data gathering
measures to assess whether or not our intended learning outcomes have been achieved.
Includes
1. Direct assessments - projects, products, papers/theses, exhibitions, performances,
case studies, clinical evaluations, portfolios, interviews, and oral exams - which
ask students to demonstrate what they know or can do with their knowledge.
2. Indirect assessments - self-report measures such as surveys - in which respondents
share their perceptions about what graduates know or can do with their
knowledge.
3. Creating Experiences Leading to Outcomes - ensuring that students have experiences
both in and outside their courses that help them achieve the intended learning outcomes.
4. Discussing and Using Assessment Results to Improve Teaching and Learning - using the
results to improve individual student performance.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to

learning by Huba and Freed 2000)
THE ASSESSMENT CYCLE
Westminster has translated these fundamental components into an assessment cycle that includes
four stages: Plan-Do-Check-Act.
 Plan - What do I want students to learn?
This stage includes the first fundamental component of assessment: Formulating Statements of
Intended Learning Outcomes
 Do - How do I teach effectively?
This stage includes the second and third fundamental components: Developing or Selecting
Assessment Measures & Creating Experiences Leading to Outcomes.
 Check - Are my outcomes being met?
This stage involves evaluation of assessment data (part of the fourth component).
 Act - How do I use what I've learned?
This stage involves reinforcing successful practices and making revisions to enhance student
learning (part of the fourth component).
WHAT IS EVALUATION?
There are many definitions of evaluation depending on the context and discipline, but most
have a common thread.
A common definition is: “The process of determining to what extent the educational objectives
are actually being realized” (Tyler, 1950, p. 69)
Another accepted definition is: “Evaluation is the process of determining merit, worth, or

significance; an evaluation is a product of that process” (Scriven, 1991, p. 53)
However, Cronbach and associates (1980) clearly rejected the judgmental nature of evaluation
advocating an approach that recognizes the evaluator as: “an educator [whose] success is to be
judged by what others learn” (p. 11) rather than a “referee [for] a basketball game” (p. 18)
who is hired to decide who is “right” or “wrong”.
Good assessment follows an intentional and reflective process of design, implementation,

evaluation, and revision. The Assessment Cycle relies on four simple but dynamic words to
represent this process: Plan-Do-Check-Act.
The following graphic shows how the Assessment Cycle is built on these four distinct but
interrelated actions. Results at one stage guide activity at the following stage. Clearly articulated
outcome statements guide course design, course activities yield data that measure student
learning, and evaluation of this data informs course and program revision. The graphic also
demonstrates that assessment is a continuous process. Revised outcomes are implemented and
student learning evaluated, following a process that may lead to further revision.
To learn more about assessment, click on the colored quadrants. Links provide help answering
the following four questions:
 What do I want students to learn?
 How do I teach effectively?
 Are my outcomes being met?
 How do I use what I've learned?
Noong ako ay higschool dito sa paaralan na di malayo sa aming bahay may naging kaibigan ako
ang isang Psychologist na former guidance councilor sa aming school sya si Mr. Bryle at
nakwento nya ang mga experience sa pagiging guidance councilor sa aming school. At tumatak
sa aking isipan ang isang situation na nagpakita sa kanyang kagalingan pagdating sa counseling
sa mga bata
Isang araw ay meron daw nagrereklamo na teacher dahil sa isang bat ana napaka kulit at napaka
likot at di mapakali sa iisang pwesto dinala ito sa opisina ni Mr. Bryle at ito nga ang guidance
office upang malaman ang hinahing ng guro na nagrereklamo sa kanya studyanteginamitan nya
ito ng Evaluation. Sa pageevaluate dito malalaman ang totoong problema. Una sa kanyang
hakbang sa pageevaluate is tinanong nya kung ano ng aba ang side ng isat – isa. At tinatawag
nya itong measuring stage
Nang nalaman na ni Mr. Bryle ang side ng bawat isa nag proceed na sya sa pagaassess dahil sa
may napansin sya na kakaiba doon sa batang kanyang inevaluate kanina at napagalaman nya na
may ADHD ang bata nalaman nya ito dahil gumamit sya ng mga measurement na gamit nya para
mainterpret young isang bagay. At napagalaman na ng ana kasalanan ito ng guro dahil sa una
palang di sya gumamit ng EVALUATION AT ASSESSMENT sa kanyang mga studyante at dito
ko na pagtanto ang kahalagahan ng Evaluation at Assessment.

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WHAT IS ASSESSMENT?

Four fundamental elements of learner-centered assessment:

1. Formulating Statements of Intended Learning Outcomes - statements describing

(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to

THE ASSESSMENT CYCLE

Another accepted definition is: “Evaluation is the process of determining merit, worth, or

Good assessment follows an intentional and reflective process of design, implementation,

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