In the minutes, hours, and days after a “natural” disaster, such as the Oklahoma tornado or the recent Hurricane Sandy storm, we “assess” the damage. No one thinks that someone or ones must be held “accountable.” Our hearts and minds are open to discovery. We are able to embrace the unexpected and learn from it. We suspend disbelief and see countless causal relationships, each of which might help us assess. This more thorough look at life, at the causes and effects does not lead us to draw spurious conclusions. Those come as a result of evaluations, a construct that is pervasive in today’s education conversation. You might think the analogy a stretch, but please stay with me for at least another moment.
Think of the tornado and the words used. We appraise the situation. We survey the landscape. We look at the history, and study the chronology. Again, we assess the damage. We might “evaluate” the circumstances; however when we do the latter personal expectations and preferences come into play. “I never expected the twister to be this large.” “I do not like what I see.” Why did meteorologist not better predict the magnitude the storm?” Were city officials in the wrong? Did they not plan; after all children were in schools slammed during the squall. Evaluations are emblematic of our likes, dislikes, what we expect, mostly from others. Student evaluations. Teacher evaluations. Evaluate Principals and schools.
Sadly, the two terms, assessment and evaluation. are often correlated. The conflation is evident in education policy and practices. Perhaps, in times such as these we might review reality and do so with a more careful eye. Blame? While the tendency is great, during a disaster, there are greater needs – the first being to attend the devastation. the quality lost in our children’s education. Today, tomorrow, and after the streets in Moore, Oklahoma are cleaned up
Today, people rummage through the rubble. Adults and children search for answers. Why did this occur? What could we have done better? Were there circumstances out of our control; and might that be the greatest problem? When we consider the circumstances in our nations classrooms we evaluate what we see and not what is less visible. Poverty. Hunger. Family Dynamics. Emotional Outcomes, the cause and effects if each of these. Could it be that the crisis in education is the effect; the cause is borne out of confusion. There is a difference between “assessment” and “evaluation.” One is an emotional response; the other is made after a thoughtful, rational reflection.
Scientists understand this and are aware of Expectancy Violations Theory. Psychologists too are cognizant. Nobel Prize recipient Daniel Kahneman explains, “Ignorance is bliss; knowing little makes it easier to fit everything you know into a coherent pattern. “The emotional tail wags the rational dog.” (quoting Jonathan Jaidt) Scholars too comprehend. Save Our Students from the education storm! Often the terms Assessment and Evaluation are used interchangeably. However the two are not identical. Indeed, the definitions vary. Researchers and readers of the data cannot ignore how and why each appraisal is used. Is the purpose of an analysis to judge, perhaps punitively or is it to study how an individual might improve? The other aspect to consider is who sanctions the review. Please consider the following chart and distinction as outlined. by Marie Baehr (Vice President for Academic Affairs, Coe College) Educators use two distinct processes to help students build lifelong learning skills: assessment and evaluation. Assessment provides feedback on knowledge, skills, attitudes, and work products for the purpose of elevating future performances and learning outcomes. Evaluation determines the level of quality of a performance or outcome and enables decision-making based on the level of quality demonstrated. These two processes are complementary and necessary in education. This module draws important distinctions between assessment and evaluation, underscoring the need for both processes to occur at separate places and times, and ideally through different roles (4.1.4 Assessment Methodology and 1.4.7 Evaluation Methodology). Please review the table and read more about The Distinctions Between Assessment and Evaluation Source for Assessment/Evaluation Table Distinctions Between Assessment and Evaluation Self Development: Assessment as a Foundation for Growth; by Marie Baehr (Vice President for Academic Affairs, Coe College) Inconsistent Use of the Terms However, the words “formative” and “summative” mean “as it is being created” and “addition of all things,” respectively. A process to determine quality can both be accomplished either as a performance is being created or after it is completed, so other words should be used to distinguish the two processes. In the literature of the last several years, assessment has usually been used to indicate that at least some hint of improvement is expected in the assessment process (Bordon & Owens, 2001; Palomba & Banta, 1999). Similarly, evaluation is usually used to indicate that some sort of judgment of quality will be made. [The Coe College Faculty Guidebook is consistent in its delineation of these two processes of improvement and judgment.]
Assessment is the term used to look at how the level of quality of a performance or outcome could be improved in the future; it includes strengths that should be sustained as well as high- priority areas for improvement. The assessment process is not concerned with the level of quality; only with how to improve the level of quality. Evaluation is the term used to describe the determination of the level of quality. The evaluation process focuses only on the actual level of quality with no interest in why that level was attained. Assessment and evaluation both have their purposes, and, when used correctly, both can add significant value to teaching/learning. However, there can be detrimental effects when the people involved have not agreed whether the process is evaluation or assessment, or when the Assessment Methodology gets confused with the Evaluation Methodology. Key Attributes In both cases a person (either the assessee or client) requests the process (either evaluation or assessment). In assessment, the locus of control rests with the performer; in evaluation, it rests with the observer. The report to the performer (assessee or evaluatee) is also vastly different. In the assessment process, the report includes information about why the performance was as strong as it was, and describes what could be done to improve future performances. In assessment, there is no mention of the actual quality of the performance; only how to make the next performance stronger. There is no language indicating the level of quality, such as “good,” “terrible,” “terrific,” or “horrible.” Conversely, in the evaluative report, only information regarding the actual quality of the performance is given. This might be in the form of a grade or a score or an evaluative comment, such as “good work.” The purpose of the evaluative report is to report the level of quality and possibly any consequences based on the determined level of quality. It is not used to suggest improvements in future performances. The above table clarifies the similarities and differences between the two processes. References and Resources…Assessment and Evaluation; The Differences
4.1.2 Distinctions Between Assessment and Evaluation
Assessments
Evaluations
What is the purpose?
to determine the quality of the present performance
to improve the quality of future performances
Who requests it?
assessee
client
Who performs?
assessee
evaluatee
Who observes the performance?
assessor
evaluator
Who sets criteria?
assessee and assessor
client (with possible consultation with the evaluator)
Who uses the information?
assessee (in future performances)
client (to make decisions)
When can feed- back occur?
during or after a performance
during or after a performance
On what is feedback based?
observations; and strongest and weakest points
level of quality based on a set standard
What is included in the report?
what made the quality of the performance strong; and how might one improve future performances
the quality of the performance, often compared to set standards
Who receives the report?
assessee
client
How is the report used?
to improve performance
to make judgments
In the last fifteen years, much has been written about assessment and evaluation, but the terms have not always had distinct meanings. As accrediting agencies have become increasingly interested in improvement, it has become imperative to have a word that describes feedback for improvement that is distinct from one that describes the determination of quality. To add another layer of confusion from the literature, the word “formative” (used as an adjective with assessment or evaluation) has typically been used to describe an improvement process, while the word “summative” has been used to describe a decision-making process (Brown, Race, & Smith, 1996).
Although assessment and evaluation are used for different reasons, they do have some similar steps. Both involve specifying criteria to observe in a performance or outcome. Both require the collection of data and other evidence by observing the performance or by looking at the outcome or product. Both require a performer and a person who collects information about the performance. Both processes also conclude with a report of the findings which include all the similarities and at least as many differences. The relationship between the people involved is different in the assessment and evaluation processes. In both cases a person (either evaluator or assessor) observes or collects evidence about a performance or outcome; another person (either assessee or evaluatee) performs or develops an outcome.
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