Assessment vs Evaluation n What are the most

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Assessment vs. Evaluation n What are the most striking differences between the two?

Assessment vs. Evaluation n What are the most striking differences between the two?

Dimensions of Difference Between Assessment and Evaluation n n n Timing Focus of Measurement

Dimensions of Difference Between Assessment and Evaluation n n n Timing Focus of Measurement Relationship Between Administrator & Recipient Findings, Uses Thereof Ongoing Modifiability of Criteria, Measures Thereof Standards of Measurement Relation Between Different Objects of A/E

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Timing

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing Summative: Final

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing Summative: Final to to Improve Learning Gauge Quality Focus of Measurement

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing Summative: Final

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing Summative: Final to to Improve Learning Gauge Quality Process-Oriented: Focus of Measurement How Learning Is Going

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Administrator/Recipient Relationship Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned Administrator/Recipient Relationship

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Findings, Uses Thereof Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Findings, Uses Thereof

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Ongoing Modifiability of Criteria, Measures Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Summative: Final to Gauge Quality Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Standards of Measurement Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Fixed: To Reward Success, Punish Failure

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Process-Oriented: How Learning Is Going Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Absolute: Strive for Ideal Outcomes Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Fixed: To Reward Success, Punish Failure Standards of Measurement

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Absolute: Strive for Ideal Outcomes Relation Between Objects of A/E Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Fixed: To Reward Success, Punish Failure Comparative: Divide Better from Worse

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Absolute: Strive for Ideal Outcomes Coöperative: Learn from Each Other Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Fixed: To Reward Success, Punish Failure Comparative: Divide Better from Worse Relation Between Objects of A/E

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Reflective: Internally Defined Criteria/Goals Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Absolute: Strive for Ideal Outcomes Coöperative: Learn from Each Other Prescriptive: Externally Imposed Standards Judgmental: Arrive at an Overall Grade/Score Fixed: To Reward Success, Punish Failure Comparative: Divide Better from Worse Competitive: Beat Each Other Out

Summary of Differences Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement

Summary of Differences Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement Process-Oriented Product-Oriented Relationship Between Administrator and Recipient Reflective Prescriptive Findings, Uses Thereof Diagnostic Judgmental Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed Standards of Measurement Absolute Comparative Relation Between Objects of A/E Coöperative Competitive

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Shoulder Problem Evaluation Shoulder assessment Second most commonShoulder Problem Evaluation Shoulder assessment Second most common
Assessment Key messages Assessment is most beneficial whenAssessment Key messages Assessment is most beneficial when
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Evaluation 2010 Quality and Evaluation American Evaluation AssociationEvaluation 2010 Quality and Evaluation American Evaluation Association