Differences between Testing, Assessment, and Evaluation

 

What Do We Mean by Testing, Assessment, and Evaluation?

When defined within an educational setting, assessment, evaluation, and testing are all used to measure how much of the assigned materials students are mastering, how well student are learning the materials, and how well student are meeting the stated goals and objectives. Although you may believe that assessments only provide instructors with information on which to base a score or grade, assessments also help you to assess your own learning.

Education professionals make distinctions between assessment, evaluation, and testing. However, for the purposes of this tutorial, all you really need to understand is that these are three different terms for referring to the process of figuring out how much you know about a given topic and that each term has a different meaning. To simplify things, we will use the term "assessment" throughout this tutorial to refer to this process of measuring what you know and have learned.

In case you are curious, here are some definitions:

• A test or quiz is used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.

• Evaluation is the process of making judgments based on criteria and evidence.

• Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.

Why is Assessment Important?

Hopefully by this point in your life you have discovered that learning can be fun! You have probably also realized that you are constantly learning, whether you are in a classroom, a car, or a kitchen.

Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your grandfather, you will probably have a number of different jobs and careers during your lifetime. In order to be successful, you will need to have confidence in your ability to learn and you will need to become a lifelong learner. Assessment plays a key role in developing your confidence in your ability to learn, as well as in developing your lifelong learning skills.

Types of Assessments

 

Assessments can be delivered in a variety of ways. Don't assume one is easier than another, although the way you study might differ depending on the type of assessment. You need to prepare for all assessments, no matter what the delivery method is.

Conventional Exams

Typical exams are delivered in a proctored classroom setting with a specific period of time to complete a variety of questions and question types. This type of exam is usually "paper and pencil" but could also be delivered via an electronic device like a computer.

Open Book Exams (completed in class)

Open book exams may consist of many different question types. Because you are given the opportunity to consult print resources, expectations may be higher for answers to contain more detail and be more complex in their analysis of the question or statement. It is very important to pay special attention to directives in open book exams. If the exam is an open book math assessment, you will be expected to show detailed work as to how they reached their solution to the problem. If the exam is primarily or completely essay, you may be expected to use quotes, cite sources, and provide more details.

In an open book exam you will likely be evaluated more on understanding than on recall and memorization. Open book exams test your ability to find and use information for problem solving and to deliver well-structured and well-presented arguments and solutions. You may be expected to apply material to new situations, analyze elements and relationships, and demonstrate that you have synthesized the material through the structure of your answer and how well you have provided supporting evidence for your answer.

Terms & Directives

Directives ask you to answer or present information in a particular way. For a list of words and explanations, see Study Guides and Strategies, essay terms.

Tips for Preparing for Open Book Exams

• Stay current on readings and class assignments.

• Prepare brief, concise notes on ideas and concepts being tested.

• Carefully select what you intend to bring with you to the exam.

• Challenge yourself with how you would answer questions, and what options and resources you may need to consider.

• Pre-write answers to questions you anticipate might be on the exam and include your own commentary on the information that will provide fuel for your arguments and demonstrate that you have thought through the materials.

• Organize your reference materials:

- Make your reference materials as user-friendly as possible so that you don't lose time locating what you need.

- Familiarize yourself with the format, layout and structure of your textbooks and source materials.

- Organize textbooks and source materials with your class notes for speedy retrieval and index ideas and concepts with pointers and/or page numbers in the source material.

- Develop a system of tabs or sticky notes, color coding, concept maps, etc. to mark important summaries, headings, and sections.

- Write short, manageable summaries of content for each grouping.

- List data and formulas separately for easy access.

Tips for Taking Open Book Exams

• Read the questions carefully to understand what is expected.

• Quickly review the number of questions and note how much time each could take.

• First answer the questions that you are confident about and/or that will not require much time to check the resources.

• Leave more complex and difficult questions for later.

• Aim for concise, accurate, and thoughtful answers that are based on evidence.

• Use quotations

- to illustrate a point or act as a discussion point.

- to draw on the authority of the source.

- when you can not say it better in your own words.

• Quotations can be short.

• A reference to a quote may be as effective as the quote itself.

• Guard against overquoting – extensive quoting may detract from your point or argument.

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