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Student Paper

Unit 1: Difference between Assessment and Evaluation in Learning

Department of Education, University of the People

EDUC 5440: Assessment and Evaluation

Instructor: Dr. Daniel Abankwa

April 17, 2024

I currently teach English in an elementary school in the western part of Japan. Our

school has an inclusive educational policy that accommodates students from grade 1 to grade

6 irrespective of their socioeconomic or cultural background, gender orientation, or health

status.

Analysis of the assessment practices in my school

Butler & McMunn (2009) defined assessment as the act of collecting information

about individuals or groups of individuals in order to better understand them. The collected

information helps educators to know about students’ level of knowledge and abilities, and

thus be able to create content that will be most relevant to students.

Depending on their usage or purposes, assessments can be categorized as formative

(setting targets for students and providing feedback on progress toward those targets in ways

that foster deeper understanding and engagement), diagnostic (determining student's

knowledge, skills, or misconceptions), and summative (determining students’ mastery level of

the learning goals).

In my school, we use a variety of assessment strategies ranging from touching or

circling animated pictures (for students who cannot write or who have sensory-related

problems) to writing reflection worksheets to show their level of understanding of and

engagement with the content. Our strategy is more in line with Huba & Fred’s (2000)

assertion that assessment is used to promote and diagnose learning. The information gathered

from the reflection worksheets or other forms of assessment helps us to review our content

delivery approaches, modify the curriculum, or design lesson plans tailored to students with

special needs. The overall desired learning is often assessed directly through speeches,

projects, performances, or group presentations. Also, because Japanese culture rewards team

efforts over individual achievements, rather than competitive test results, our emphasis is on

collaborative, cooperative, and supportive team efforts.

Examining whether our assessment is used FOR, AS, or OF learning:

According to Earl and Katz (2006), learning is a process of constructing

understanding during which individuals attempt to connect new information to what they

already know so that ideas have some personal coherence, I believe that classroom assessment

plays a major role in how students learn, their motivation to learn, and how teachers teach.

Our classroom assessment strategy is majorly assessment FOR learning. Assessment

for learning recognizes that students have different learning styles, and it gives teachers

information to modify and differentiate teaching and learning activities (Earl & Katz, 2006).

We also incorporate assessment AS learning to some extent in developing and supporting

metacognition for students. Our school emphasizes active learning. When students are active,

engaged, and critical assessors they can make sense of the knowledge gained from the

content, relate it to their prior knowledge, and use it for new learning (Earl & Katz, 2006).

Assessment OF learning, which is summative and used to confirm what the students know

and can do, is done only on special occasions when we have learning presentations.

Need for change:

Earl & Katz (2006) posited that all three purposes of assessment (assessment for, as,

and of learning) are valuable, and maintaining a good balance among them is important. My

school places too much emphasis on assessment for learning and very little on assessment of

learning.

Summative tests, or open learning presentations with parents or school stakeholders

coming to observe, can also be a source of intrinsic or extrinsic motivating factors for

students. Our purpose is to enhance learning, and we are employing various assessment

strategies to give students opportunities to make their learning apparent without anxiety or

censure, however, I believe that some level of risk is necessary to survive in the larger society,

thus we should expose them to risk management while they are still learning.

In conclusion, the assessment practices employed at our elementary school are

deeply rooted in our commitment to inclusive education and the diverse needs of our students.
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By utilizing a range of assessment strategies, from tactile methods for students with sensory-

related challenges to reflective worksheets for gauging understanding, we strive to create an

environment where every student can thrive.

Our emphasis on assessment for learning aligns with the belief that understanding

students' individual learning styles and providing tailored feedback are essential for fostering

growth and development. Moreover, integrating assessment as learning supports the

cultivation of metacognitive skills, empowering students to take an active role in their own

learning journey.

While our current approach has its strengths, there is a recognized need for a more

balanced incorporation of assessment of learning. By embracing summative assessments on

special occasions, we can provide students with valuable opportunities to showcase their

mastery and receive recognition for their achievements. Moreover, introducing a level of

healthy risk-taking can better prepare students for the challenges they may encounter beyond

the classroom walls.

In essence, by continually evaluating and refining our assessment practices, we can

better fulfill our mission of nurturing confident, capable learners who are equipped to succeed

in both academic and real-world settings. Together, we can strive towards a more holistic

approach to assessment that honors the individuality of each student while fostering a culture

of collaboration, growth, and excellence.

References

Butler, S. and McMunn, N. (2009). A teacher’s guide to classroom assessment:

Understanding and using assessment to improve student learning. Jossey-Bass.

Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind:

Assessment for learning, assessment as learning, assessment of learning. Manitoba

Education, Citizenship and Youth. [Link]

Huba, M. and Freed, J. (2000). Comparison of teacher-centered and learner-

centered paradigms. Learner-Centered Assessment on College Campuses.