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From: "Wagner, Todd" <Todd.Wagner@state.mn.us>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:7] RE: Assessment vs. evaluation
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The two definitions from the ALT that Will quotes do, for me, generally
capture the meanings and uses that I associate with the words assessment and
evaluation. I have, however, encountered among folks working in K-12 special
education a second use for the term evaluation that I like and now use, but
that adds some additional confusion. Particularly when communicating in the
context of the IEP process, the sp. ed. folks use assessment in a way that
is consistent with (but perhaps a little broader than) the ALT definition.
That is, to refer to the process of measuring ability/achievement/behavior
(usually with an emphasis on multiple measures). In that same IEP context,
they use evaluation to denote the process of considering all of the
assessment (measurement) results along with other information in order to
make decisions about placement, progress, programming, referral, etc. I like
this distinction between assessment and evaluating the results of assessment
and have adopted this use. I try to use the terms "program/product
evaluation" to denote the ALT meaning. I have found, however, that in order
to communicate clearly I almost always need to define the terms assessment,
evaluation, program evaluation, etc., when using them.
Todd Wagner
Adult Basic Education
Minnesota Department of Children, Families & Learning
1500 Hwy 36 W
Roseville, MN 55113-4266
v: 651-582-8466
f: 651-634-5154
e-mail: todd.wagner@state.mn.us
-----Original Message-----
From: David J. Rosen [mailto:djrosen@massed.net]
Sent: Saturday, August 11, 2001 6:46 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:6] Assessment vs.evaluation
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NIFL-Assessment Colleagues,
Will Hawk wrote:
"The issue of terminology and clear use of consistent terminology is
critical, I think, as we try to further educate the field about
assessment
through the special collection. I have heard literacy experts use the
terms
"assessment" and "evaluation" interchangeably . . . and been left nearly
breathless. What are we talking about when we say assessment?
Evaluation?
To help start the discussion, here are the scope notes for these two
terms
as they appear in the Adult Literacy Thesaurus (ALT). This is the
standard
subject term vocabulary we use when cataloging in LINCS and when naming
the
special collections and other NIFL projects.
Assessment: Measurement of a learner's ability and/or
achievement.
Evaluation: Identification of the effects and judgment of the
effectiveness of a learning experience (e.g., a lesson) or context
(e.g., a
program or an institution).
There are, of course, more specific examples of/terms for each, like
Portfolio assessment and Course evaluation, included in the Adult
Literacy
Thesaurus.
But, my question is, do these scope notes/definitions reflect what you
mean
when you say Assessment or Evaluation?"
These definitions help to define the differences between assessment and
evaluation.
Perhaps it would remind us of them if we spoke of:
Learner Assessment
This includes types of learner assessment, such as: initial learner
assessment, learner progress assessment, and final learner progress
assessment, and kinds of learner assessment instruments: tests,
rubrics, direct/authentic processes and instruments such as portfolio
assessment, etc.
and
Evaluation
This includes types of evaluation (what is being evaluated) such as:
instructor evaluation, course evaluation, curriculum evaluation, project
evaluation, or program evaluation as well as kinds of evaluation
instruments and processes.
David J. Rosen
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NIFL-Assessment Colleagues,
<p>Will Hawk wrote:
<p>"The issue of terminology and clear use of consistent terminology is
<br>critical, I think, as we try to further educate the field about
assessment
<br>through the special collection. I have heard literacy experts use the
terms
<br>"assessment" and "evaluation" interchangeably . . . and been left nearly
<br>breathless. What are we talking about when we say assessment?
Evaluation?
<p>To help start the discussion, here are the scope notes for these two
terms
<br>as they appear in the Adult Literacy Thesaurus (ALT). This is the
standard
<br>subject term vocabulary we use when cataloging in LINCS and when naming
the
<br>special collections and other NIFL projects.
<p> Assessment: Measurement of
a learner's ability and/or achievement.
<p> Evaluation: Identification
of the effects and judgment of the
<br>effectiveness of a learning experience (e.g., a lesson) or context
(e.g., a
<br>program or an institution).
<p>There are, of course, more specific examples of/terms for each, like
<br>Portfolio assessment and Course evaluation, included in the Adult
Literacy
<br>Thesaurus.
<p>But, my question is, do these scope notes/definitions reflect what you
mean
<br>when you say Assessment or Evaluation?"
<p>These definitions help to define the differences between assessment
and evaluation.
<br>Perhaps it would remind us of them if we spoke of:
<p><b><i>Learner Assessment</i></b>
<p>This includes <u>types of learner assessment</u>, such as: initial
learner
assessment, learner progress assessment, and final learner progress
assessment,
and <u>kinds of learner assessment instruments</u>: tests, rubrics,
direct/authentic processes and instruments such as portfolio assessment,
etc.
<p>and
<p><b><i>Evaluation</i></b>
<p>This includes <u>types of evaluation</u> (what is being evaluated) such
as: instructor evaluation, course evaluation, curriculum evaluation, project
evaluation, or program evaluation as well as <u>kinds of evaluation
instruments
and processes.</u>
<p>David J. Rosen</html>
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