Différences entre versions de « Assessment - Evaluation »
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Version du 7 mai 2023 à 20:31
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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 ancient roots and can be traced back to the practices of the ancient Greeks and Romans. In Greece, assessment was used to evaluate individuals' fitness for citizenship, as well as their physical and intellectual abilities, in order to select candidates for leadership roles in society.
In Rome, assessment was used to evaluate soldiers' fitness for duty and to select candidates for government positions. During the Middle Ages, assessment was used in the context of religious education, with assessments used to evaluate students' progress and understanding of theological concepts.
In the modern era, assessment has been influenced by the development of universal education and the need to evaluate student learning and achievement. The use of standardized tests, such as IQ tests and achievement tests, became increasingly common in the early 20th century, and assessments were used to classify students and to make decisions about their educational and vocational opportunities.
Today, the concept of assessment has expanded to include a wide range of methods and purposes, from evaluating individual performance and learning to assessing organizational effectiveness and social and cultural factors that influence behavior. The development of new technologies, such as computer-based assessments and online learning platforms, continues to shape the field of assessment and its applications in a variety of contexts.
Conceptions liées - Typologie
Concepts ou notions associés
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Éléments graphique
Evaluation 1
Evaluation 2
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Stratégie de changement conceptuel
| Feature | Assessment | Evaluation |
|---|---|---|
| Purpose | To gather information | To make judgments and decisions |
| Focus | Performance or behavior | Quality, effectiveness, or value |
| Timing | Ongoing or periodic | Usually at the end of a project |
| Methods | Tests, quizzes, etc. | Surveys, interviews, observations |
| Scope | Narrow | Broad |
| Criteria | Objective | Subjective |
| Feedback | May or may not be given | Usually given |
| Results | Used to inform | Used to judge or make decisions |
| Examples | Formative assessment | Summative evaluation |
| Diagnostic assessment | Program evaluation |
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 21, novembre, 2024
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