Speaking the Language of Assessment
A common language facilitates conversations about assessment practices.
The following graphic provides a basic overview of assessment terminology. A detailed glossary of assessment terms is available at http://www.aac.ab.ca/glossary_en.html
Assessment
the overall process of gathering data
uses strategies of observation, personal
communication, critical challenges, projects,
performance assessments, and tests to gather data
about student learning
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Evaluation
the lens through which we view student work
the process of making decisions
about the quality of
student work based on a standard, and uses
descriptive feedback, checklists, rating scales, and
rubrics to share observations with students
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Evaluation leads to
decision making
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| for instruction |
assessment for learning
(formative) |
assessment of learning
(summative) |
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Ongoing evaluation provides teachers with data relative to student acquisition of knowledge, skills and attitudes. Teachers adjust pacing of instruction, complexity of material and concepts, and provide scaffolding to ensure student learning goals are being met. |
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Data obtained during assessment for learning is designed to help students improve. Results may be recorded to measure growth, but are not included in summative report card grades. The student is the primary audience. |
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Results from
summative assessments are included in report card grades, providing a snapshot of student performance at a specific point in time. This information is communicated to students and others who have a right to know.
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Source: Alberta Assessment Consortium Workshop Materials (2007)
©Alberta Assessment Consortium
Used with permission
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