ANTHONY D. LOPEZ DR.

GEINA ODICTA
BSED English 3A Course Facilitator

ED310 – Assessment of Student Learning 1

Assessment VS Evaluation

Based on the information given, the following are the differences between Assessment and Evaluation:

1. Reflective VS Prescriptive – In the current norm of interactive learning where teachers serve as
facilitators and students are the source of ideas for discussion, it is evident that students are
encouraged to be more reflective. This is part of the assessment process where students are not
merely the recipients of information and knowledge but also the source of it. On the other hand,
evaluation comes from a place where external forces dictate what should be evaluated. All
processes and input for evaluation must satisfy an externally sourced prescription of
standardized metrices in order for a student to pass. In other words, Assessment measures
student learning and realization in an internal point of view while evaluation is external is
prescribed by authority.
2. Diagnostic VS Judgmental – Assessment is more concerned on the levelling off what the
students already know, where they are right now with their knowledge and what they need to
learn from this point forward. Evaluation is concerned on reaching a specific overall score or
grade. It generally does not have the provision of providing feedback to the student on where to
improve on. Though at some level, evaluation is a smaller part of the assessment process.
Without evaluation, teachers may not be able to create a solid assessment of learning for the
students,
3. Flexible VS Fixed – As mentioned earlier, teachers may use assessment as a tool to determine
where the students stand in terms of knowledge. Acknowledging that there are multiple
intelligences, assessment may change and transform to suit the different needs of learners as
they come along. Evaluation does not have the same flexibility as it follows fixed metrics and
scoring tables that have been pre-set for standard use. This comes down to who reaches the
required score and who does not. The ones with the higher marks get accolades and rewards,
while the rest get punishment. This, again, is due to the lack of flexibility.
4. Absolute VS Comparative – Assessments tend to strive for ideal outcomes. Assessments create
an environment that everyone is equally treated to ensure that everyone reaches ideal
outcomes. Evaluation results tend to divide the group into different classes – those who pass
and those who do not. This is dangerous as this could lead to the student thinking that they are
not enough, hence, demotivating them to do more and strive to be better.
5. Cooperative VS Competitive – In assessment, learners tend to be more cooperative than when
doing evaluation. In assessment, the learners help each other in reaching their goals. Teachers
help the students learn and guide them through more challenging topics. In evaluation, the
spirit of competitiveness is called upon. There are learners who would want to surpass other
 learners to gain respect and accolade. Just like in the 4 th element, because evaluation is
comparative, the learner becomes competitive to be hailed as more successful than others.

Questions:
a. Do you think a teacher should only do assessment? Evalution? Both?
b. Assessment is reflective. Evaluation is prescriptive. Why should we use the reflective and/or
prescriptive approach?
c. How do you decide what to use? What guidelines should you use?