Despite their significant roles in education, the terms measurement, assessment, and evaluation are usually confused with each other. Most people use these terms interchangeably and find it very difficult to explain the differences among them. Each of these terms has a specific meaning that is sharply distinguished from the others.
Measurement:
In general, the term measurement is used to determine the attributes or dimensions of an object. For example, we measure an object to know how big, tall, or heavy it is. From an educational perspective, measurement refers to the process of obtaining a numerical description of a student’s progress toward a pre-determined goal. This process provides information regarding how much a student has learned. Measurement provides a quantitative description of the student’s performance for example Rafaih solved 23 arithmetic problems out of 40. However, it does not include the qualitative aspect; for example, Rafaih’s work was neat.
Testing:
A test is an instrument or a systematic procedure to measure a particular characteristic. For example, a test in mathematics will measure the level of the learners’ knowledge of this particular subject or field.
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Assessment:
Kizlik (2011) defines assessment as a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. For example, a teacher may assess the knowledge of the English language through a test and the language proficiency of the students through any other instrument, such as an oral quiz or presentation. Based on this view, we can say that every test is an assessment, but every assessment is not a test.
The term ‘assessment’ is derived from the Latin word ‘assidere’ which means ‘to sit beside’. In contrast to testing, the tone of the term assessment is non-threatening, indicating a partnership based on mutual trust and understanding. This emphasizes that there should be a positive rather than negative association between assessment and the process of teaching and learning in schools. In the broadest sense, assessment is concerned with children’s progress and achievement.
In a comprehensive and specific way, classroom assessment may be defined as:
“the process of gathering, recording, interpreting, using, and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills, and attitudes.” In short, we can say that assessment entails much more than testing. It is an ongoing process that includes many formal and informal activities designed to monitor and improve teaching and learning.
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Evaluation:
According to Kizlik (2011), evaluation is the most complex and least understood term. Hopkins and Antes (1990) defined evaluation as a continuous inspection of all available information in order to form a valid judgment of students’ learning and/or the effectiveness of education programs.
The central idea in evaluation is “value.” When we evaluate a variable, we are basically judging its worthiness, appropriateness, and goodness. Evaluation is always done against a standard, objective, or criterion. In the teaching-learning process, teachers make students’ evaluations, which are usually done in the context of comparisons between what was intended (learning, progress, behavior) and what was obtained. Evaluation is a much more comprehensive term than measurement and assessment. It includes both quantitative and qualitative descriptions of students’ performance. It always provides a value judgment regarding the desirability of the performance for example, Very good, etc.
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