It is said that effective teacher will use both assessment and evaluation regularly to improve student learning and to guide instruction. Indeed, both have pivotal roles in the teaching-learning process yet, somehow they do differ in many ways. Assessment and evaluation measure whether or not learning and/or learning objectives are being met. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). (Sue Watson, 2009) Assessment requires the gathering of evidence of student performance over a period of time to measure learning and understanding. Evidence of learning could take the form of dialogue, journals, written work, portfolios, and tests along with many other learning tasks. Evaluation on the other hand occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity. Assessment would be a review of journal entries, written work, presentation, research papers, essays, story writing, tests, exams etc. and will demonstrate a sense of more permanent learning and clearer picture of a student's ability. The overall goal of assessment is to improve student learning. Assessment provides students, parents/guardians, and teachers with valid information concerning student progress and their attainment of the expected curriculum. Assessment should always be viewed as information to improve student achievement. Effective assessment is a continuous process. It's not simply something that's done at the conclusion of a unit of study or at the end of a lesson. Effective assessment and evaluation are integrated into all aspects of the curriculum, providing both teachers and students with relevant and useful data to gauge progress and determine the effectiveness of materials and procedures. While effective evaluation is a continuous, on-going process. Much more than determining the outcome of learning, it is rather a way of gauging learning over time. Learning and evaluation are never completed; they are always evolving and developing. When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a ‘judgment’ about a given situation. Generally, any evaluation process requires information about the situation in question. A situation is an umbrella term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will yield information regarding the worthiness, appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. (Dr. Bob Kizlik, 2012) To sum up, we assess learning, and we evaluate results in terms of some set of criteria. These terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes.
The most important element of assessment and evaluation is to provide information for improved student performance. One must look at the evidence and work with the teacher to determine the areas of strength and the areas of weakness to improve the overall learning. Again, the overall goal of assessment is to improve student learning. This implies the essence and significance of assessment in the teaching-learning process.
With regards to assessment and evaluation, the Philippine educational system gradually diverts its path by having been introducing the learner-centered pedagogy such as the K+12 and the Understanding by Design (UbD). Both propose different forms of authentic assessments that primarily focused on bringing out the learners’ learning achievements through showcasing their in-depth understanding, through performance or application of lessons learned, etc.
“Education is not just learning the answers but LEARNING HOW TO LEARN.” (Grant Wiggins, 2009) The first one, the Understanding by Design represents a disciplined way of thinking about the...