Assessment and evaluation are continuous activities that are planned for and derived from curriculum outcomes and consistent with the instructional learning strategies. The depth and breadth of each outcome, as defined by the indicators, informs teachers of the skills, processes and understandings that should be assessed.
Assessment is the act of gathering information on an ongoing basis in order to understand individual students' learning and needs.
Evaluation is the culminating act of interpreting the information gathered through relevant and appropriate assessments for the purpose of making decisions or judgements, often at reporting times.
Effective and authentic assessment and evaluation involves:
- designing performance tasks that align with curricular outcomes;
- involving students in determining how their learning will be demonstrated; and,
- planning for the three phases of assessment and evaluation indicated below.
| Formative Assessment | Summative Assessment and Evaluation | |
|---|---|---|
Assessment for Learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and:
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Assessment as Learning involves student reflection on learning, monitoring of own progress, and:
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Assessment of Learning involves teachers' use of evidence of student learning to make judgements about student achievement and:
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There is a close relationship among outcomes, instructional approaches, learning activities, assessment and evaluation. Assessments need to be reflective of the cognitive processes and level(s) of knowledge indicated by the outcome. An authentic assessment will only collect data at the level for which it is designed.