Différences entre versions de « Assessment - Evaluation »
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| − | + | The concept of assessment has a long history dating back to ancient civilizations, where assessments were used to evaluate individuals' knowledge and skills for various purposes, including selecting candidates for employment or determining their eligibility for military service. | |
In the 19th century, with the rise of universal education, assessments became more widespread in schools, and standardized tests were developed to measure student achievement. In the early 20th century, intelligence tests were also developed to measure cognitive ability, which led to concerns about their potential misuse and the need for ethical guidelines in assessment. | In the 19th century, with the rise of universal education, assessments became more widespread in schools, and standardized tests were developed to measure student achievement. In the early 20th century, intelligence tests were also developed to measure cognitive ability, which led to concerns about their potential misuse and the need for ethical guidelines in assessment. | ||
Version du 1 mai 2023 à 22:19
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Conception : Clarification - Explicitation
- Evaluation is the process of collecting and analyzing information to make judgments about the effectiveness, quality, or value of a program, policy, or intervention. The purpose of evaluation is to determine whether the program or intervention is achieving its intended outcomes and to identify areas for improvement.
- Evaluation typically involves a systematic approach that includes defining the program's goals and objectives, identifying indicators to measure progress towards these goals, collecting data using various methods (e.g. surveys, interviews, observations), analyzing the data, and presenting findings in a clear and concise manner.
- Assessment is the process of gathering and analyzing information about a student's knowledge, skills, and abilities in order to make informed decisions about their learning progress, needs, and achievements. Assessment can take many forms, including tests, quizzes, exams, essays, projects, portfolios, observations, and interviews.
- Assessment is an essential component of the teaching and learning process, as it provides feedback to both teachers and students about the effectiveness of instruction and the extent to which learning goals are being met. Assessment can serve multiple purposes, including:
Conceptions erronées et origines possibles
- Assessment is a one-time event: False. Assessment is an ongoing process that involves gathering and analyzing data over time to evaluate progress and measure outcomes.
- Assessment is only for evaluating students: False. Assessment is used to evaluate various aspects of an organization, including employee performance, program effectiveness, and organizational goals.
- Assessment is only about testing: False. While testing is one form of assessment, assessment can also involve a range of other methods, such as observations, interviews, portfolios, and surveys.
- Assessment is always objective: False. Assessment is influenced by a range of factors, including the context of the assessment, the evaluator's biases and assumptions, and the criteria used for evaluation. As a result, assessment can never be entirely objective.
- Assessment is always summative: False. While summative assessment is used to evaluate student learning at the end of a unit or course, formative assessment is used to monitor progress and provide feedback during the learning process.
- Assessment is a solitary activity: False. Assessment is often a collaborative process that involves multiple stakeholders, including teachers, administrators, students, and parents.
- Assessment is a final judgment: False. Assessment should be used to inform decision-making and guide improvement, rather than as a final judgment of success or failure.
Conceptions: Origines possibles
The concept of assessment has a long history dating back to ancient civilizations, where assessments were used to evaluate individuals' knowledge and skills for various purposes, including selecting candidates for employment or determining their eligibility for military service.
In the 19th century, with the rise of universal education, assessments became more widespread in schools, and standardized tests were developed to measure student achievement. In the early 20th century, intelligence tests were also developed to measure cognitive ability, which led to concerns about their potential misuse and the need for ethical guidelines in assessment.
During the mid-20th century, there was a growing interest in measuring non-cognitive factors, such as personality and attitudes, which led to the development of personality tests and interest inventories. In the latter half of the 20th century, the focus shifted to performance-based assessments, such as portfolios and performance tasks, which emphasized real-world application of knowledge and skills.
Today, assessment continues to evolve, with a growing emphasis on formative assessment and the use of technology to facilitate assessment and data analysis. There is also increasing attention to the fairness and equity of assessments, particularly for diverse populations, and the need for multiple measures of assessment to provide a more comprehensive picture of student learning and achievement.
Conceptions liées - Typologie
Concepts ou notions associés
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| Assessment - Evaluation sur : Wikipedia / Wikiwand / Universalis / Larousse encyclopédie / Khan Académie | |||
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Éléments graphique
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Stratégie de changement conceptuel
Questions possibles
Bibliographie
Pour citer cette page: (- Evaluation)
ABROUGUI, M & al, 2023. Assessment - Evaluation. In Didaquest [en ligne]. <http:www.didaquest.org/wiki/Assessment_-_Evaluation>, consulté le 25, novembre, 2024
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