Introduction

Unleashing the potential of continuous improvement in education requires an appreciation of the difference in spirit between assessment and evaluation. Assessment is frequently confused and confounded with evaluation.

The purpose of this training program is to shed the light on the different techniques of educational assessment and evaluation.

This training program first looks at what assessment is and the various aspects involved. Then attention will be turned to evaluation and its components. Furthermore, it will look at testing as a tool used by both assessment and evaluation, lastly, some differences between assessment and evaluation will be presented.

Course Objectives

At the end of this training program, participants will learn:

• Comprehend assessment and evaluation, its importance, and its types.

• The differences between the evaluation and assessment process.

• Monitoring and evaluation in education.

• What are the basics of Educational Evaluation?

• The evaluation theory and the importance of its distinctions.

• What are the 15 schematic descriptions and types in educational evaluation?

• Curriculum implications for learning and assessment.

• The learning and assessment process.

Target Audience

• Academic Deans

• Department Chairs

• Program Chairs

• Academic Leaders

• Committee on curriculum and degree requirements

• Employees in the department of curriculum development & assessment education

• Those involved in faculty and/or program assessment

Course outlines

Day 1

Assessment and Evaluation

• Epistemology of Assessment and Evaluation

• Assessment:

  • What is it?

  • Why is it important?

  • Types and approaches for assessment

  • Between Assessment and Evaluation

• Evaluation:

  • What is it?

  • Functions of evaluations

  • Principles of Evaluation

• Assessment vs. Evaluation

• Key Differences Between Assessment and Evaluation

Day 2

Monitoring and Evaluation (M&E) in Education: Concepts, Functions, and Context

• Why do we Need Monitoring and Evaluation in Education?

• A Conceptual Framework to Distinguish Technical Options in Educational M&E

• Pre-Conditions in Educational M&E

• Why Speak of “Systemic Educational Evaluation”?

Basics of Educational Evaluation

• Evaluation of objects, criteria, and standards

• Measurement of criteria and antecedent conditions

• Controlling for background variables (value added)

• Design: answering the attribution question

Day 3

Important Distinctions in Evaluation Theory

• Ideal-type stages in the evaluation

• Formative and summative roles

• Accountability and improvement perspectives reconsidered

Schematic Description of 15 Types of Educational Evaluation

• Forms That are Based on Student Achievement Measurement

  • National assessment programs

  • International assessment programs

  • School performance reporting

  • Student monitoring systems

  • Assessment-based school self-evaluation

  • Examinations

• Forms That are Based on Education Statistics and Administrative Data

  • System-level management information systems

  • School management information systems

Day 4

• Forms That are Based on Systematic Review, Observations, and (Self) Perceptions

  • International review panels

  • School inspection/supervision

  • School self-evaluations, including teacher appraisal

  • School audits

  • Monitoring and evaluation as part of teaching

• Program Evaluation and Teacher Evaluation

  • Program evaluation

  • Teacher evaluation

Day 5

Learning and Assessment: Curriculum Implications

• Problem-Solving as a Basis for Reform in Curriculum and Instruction

• Assessment Issues in a Performance-based Subject

• Outcomes, Competencies, and Trainee-centered Learning

• Situated Learning and Transfer: Implications for Teaching

Learning and Assessment Processes

• Design of MIST

• Supporting Collaborative Learning

• The Validity and Reliability of Assessments and Self-assessments of Work-based Learning