Assessment & Evaluation
Assessment asks "What has the student learned?" Evaluation goes further — "How well did they learn it, and what does that tell us about our teaching?" Both are essential to effective education.
A. Types of Assessment
Assessment vs. Evaluation
Assessment is the process of collecting information about student learning. Evaluation is the process of making judgements about that learning — comparing results to a standard or goal. Assessment provides the data; evaluation interprets it.
Diagnostic Assessment
Before Learning
Conducted before a lesson or unit to find out what students already know and what gaps exist. Helps teachers plan instruction appropriately — no point re-teaching what students already understand.
Examples: pre-test, entry question, KWL chart (Know-Want-Learned), prior knowledge discussion
Formative Assessment
During Learning
Conducted during the teaching and learning process — ongoing and continuous. Provides real-time feedback to both teacher and student. Used to adjust teaching and help students improve while learning is still happening.
Examples: quizzes, class Q&A, exit tickets, homework, observation, peer assessment
Summative Assessment
After Learning
Conducted after a learning period — unit, term, or course. Measures the overall level of achievement against the learning objectives. Often contributes to grades or certificates.
Examples: final exams, annual tests, end-of-unit tests, board exams, standardised tests
Quick Memory Aid
Diagnostic = BEFORE (What do they know already?)
Formative = DURING (How is learning progressing?)
Summative = AFTER (What did they achieve overall?)
Formative = "for" learning (feeds back into teaching). Summative = "of" learning (final judgement).
⚡ MCQ Tip
Formative = during learning (ongoing). Summative = after learning (final). Diagnostic = before learning (pre-check). Most commonly tested: formative is ongoing and used to improve learning; summative is final and used to grade.
B. Assessment Tools & Techniques
How Learning Can Be Assessed
Effective teachers use a variety of tools — not just written tests. Each tool assesses different types of learning and suits different subjects and student needs.
| Tool / Technique | Description | Type of Assessment |
|---|---|---|
| Written Tests | MCQs, short answers, essays, fill-in-the-blank | Formative or Summative |
| Oral Assessment | Viva voce, presentations, class discussion, recitation | Formative or Summative |
| Performance Assessment | Practical tasks, lab experiments, demonstrations, sports | Formative or Summative |
| Portfolio | Collection of student work over time showing progress and growth | Mostly Formative |
| Observation | Teacher watches student behaviour, participation, and skill application | Formative |
| Peer Assessment | Students evaluate each other's work using criteria | Formative |
| Self-Assessment | Students reflect on and evaluate their own learning and progress | Formative |
| Diagnostic Test | Pre-test or entry task to gauge prior knowledge | Diagnostic |
Portfolio
WhatCollection of work over time
ShowsProgress and growth, not just final result
Peer Assessment
WhatStudents evaluate each other
BenefitBuilds critical thinking + feedback skills
Observation
WhatTeacher watches behaviour & skills
Used forPractical skills, participation, attitude
C. Characteristics of Good Assessment
What Makes an Assessment Effective?
Valid
Measures what it is supposed to measure — aligned with the learning objectives
Reliable
Gives consistent results — same student would score similarly under the same conditions
Fair
Free from bias — all students have an equal opportunity to demonstrate their learning
Provides Feedback
Results are communicated clearly to students so they can improve
Objective
Marked against clear, pre-defined criteria — not subject to personal bias
Comprehensive
Covers the full range of learning objectives — not just isolated facts
Timely
Conducted at the right time — and results are returned promptly so feedback is useful
Practical
Feasible to administer and mark given the teacher's time, resources, and class size
⚡ MCQ Tip
Most MCQs on this section test validity (measures what it should) and reliability (gives consistent results). An assessment that is reliable but not valid is still a bad assessment — it consistently measures the wrong thing.
Quick MCQ Revision
| Concept | Key Fact |
|---|---|
| Diagnostic Assessment | BEFORE learning — checks prior knowledge and gaps |
| Formative Assessment | DURING learning — ongoing, used to improve |
| Summative Assessment | AFTER learning — final, used to grade |
| Portfolio | Collection of student work over time showing growth |
| Validity | Assessment measures what it claims to measure |
| Reliability | Consistent results under similar conditions |
| Peer assessment | Students evaluate each other's work |
| Self-assessment | Students evaluate their own learning |
| Formative = "for" learning | Feeds back into teaching and learning |
| Summative = "of" learning | Final judgment on what was achieved |