Page 359 - Foundations of Learning, 4th Edition (Revised)

However, simply receiving a score of 85% and a letter grade of “B” does not help you understand why you
knew the answers to 17 of the questions or why you got the answers correct! Nor does knowing your grade
help you figure out how to change your study methods in order to get more answers correct the next time.
An evaluation doesn’t lead to improvement...this is where assessment really bridges the gap.

Suppose when grading your exam, your instructor wrote comments such as, “you listened well in class”
next to a correct answer, or “read the long-worded questions more carefully, slow down the next time” next
to an incorrect answer. By assessing your performance on the exam, your instructor identified strengths
as well as areas for improvement. This type of assessment feedback gives you the information you need
in order to adjust your study methods or learning habits so you can improve your performance on the next
exam. Note that in assigning a grade, your instructor has also evaluated your work.

Let’s summarize our discussion up to this point.

Measurements are data, information, decisions, observations, or opinions that are collected or obtained
during a performance. Measurements represent the information that is used to make both assessments and
evaluations.

Evaluation uses a measurement for the purpose of categorizing or judging. Examples include a boxer who
is weighed prior to a fight to make sure he or she is within the proper weight class, or a person who wants
to be an airline pilot who has his or her eyesight evaluated to determine eligibility into a pilot program—or
David’s coach, who can tell him exactly how fast he ran in yesterday’s wind sprints.

Assessment is quite different from evaluation, although measurement is also necessary for assessment.
Assessment is not carried out in order to categorize or to judge, but rather to improve the quality of a
performance. This is why areas for improvement are not “faults” or “flaws” in a performance, but areas
where performance can be strengthened. A strong assessment will include an action plan for how that can
be done.

Let’s examine these ideas by looking at David’s performance, both as an athlete and as a student.

David the athlete— David’s soccer coach can assess and evaluate David’s performance

on the field. In order to do so, the coach must collect information about his performance
(first-hand observations about his passing and dribbling ability, his ability to work well
with teammates, etc.). Then his coach can give assessment feedback by providing strengths
(“your ability to pass equally well with both left and right feet is a real asset for the team”)
and areas for improvement (“you need to remember to work with teammates behind you who may be in
an open position when you’re driving down field”). An evaluation can be made about David’s readiness to
play first-string and start the game on Saturday, based on whether his performance meets or exceeds certain
pre-established criteria.

David the student— David’s Freshman Composition instructor can both assess

and evaluate David’s work. His instructor first needs to take some measurements
by collecting information about David (first-hand observations about his class
participation, reviewing preliminary drafts of his paper, etc.). Then his professor
could give assessment feedback by providing strengths (“you have used excellent and comprehensive
sources in your bibliography”) and areas for improvement (“you pose a complex, interesting question in
your paper’s introduction, but you need to use more evidence to support your idea”). An evaluation could
then be made about whether to give David a grade of “A,” “B,” or “C,” based on whether his performance
meets or exceeds certain pre-established criteria.

Chapter 13 — Assessment for Self-Improvement 353