Assessment and evaluation are two important components of language education. Even though assessment and evaluation are employed for different purposes, they have some similarities. Both necessitate the gathering of data and other proof through observation of performance or examination of the outcome or product. To collect data, both require researchers to conduct data gathering. For instance, a teacher will use observation to assess his students which is a way to gather data. On the other hand, observation can also be used for evaluation as the data gathering method. After gathering the data, both need to report the findings. According to Baehr (2005), both processes end with a summary of the findings that lists all the similarities as well as at least as many differences. In language education, data gathering is important, especially among language education researchers.

Assessment and evaluation are different in terms of definitions. According to Surbhi (2017), assessment is the collection, examination, and use of data with the goal of improving present performance. While evaluation is defined as the act of deciding based on a set of criteria. In accordance with that, the purposes of both assessment and evaluation are also different. The purpose of the assessment is formative, and the purpose of the evaluation is summative. According to Tomas & Caluyua (2020), formative is to improve quality while summative is to assess quality. The assessment seeks to determine the effectiveness of the assessee’s overall performance as well as areas for improvement. Setting goals, collecting data (qualitative and quantitative), and applying the data to improve quality are all part of the process. On the other hand, the goal of evaluation is to establish conclusions using criteria, which are usually governed by set norms or by comparison. It determines the worth or relevance of a person, completed project, process, or product by evaluating their performance (Surbhi, 2017).

Assessment and evaluation are commonly mistaken and mixed. An evaluation is used to compare the quality of a performance or a work output to a standard. The essence of assessment is that a mentor appreciates assisting a mentee and is ready to put out the time necessary to provide quality feedback that will improve the mentee’s future performance (Tomas & Caluyua, 2020). To teach and learn a language, especially in the education field, assessment is important because it will provide day-to-day feedback about the process of teaching and learning (Lynch,2022). Evaluation is also fundamental because it aids in the development of the educational program, as well as their assessment and improvement (Disha, 2016).

McAlpine (2002) as cited in Tomas & Caluyua (2020) discussed the types of assessment namely formative vs summative, informal vs formal, continuous vs final, process vs product, and divergent vs convergent. Each assessment type has its own characteristics that make it different in terms of functions. Education stakeholders especially teachers are well-informed about teaching and learning because they are the core business in education. To develop them continuously, teachers need to know the function of each assessment. For instance, divergent and convergent assessments should be used appropriately in assessing the student’s knowledge and mastery levels. According to Whyte, B., & Deane, P. (2017), convergent assessment is used to determine if a student knows, understands, or can perform a specific task. Divergent evaluation is used to find out what a student knows, understands, or can do. By using the definitions given, the tools for the assessment should be suitable for their purposes. Divergent assessments are those that allow for a variety of correct responses or solutions. Essay tests are an example. While there is just one correct response in a convergent assessment (per item). The best example is objective test items, which highlight the value of this approach in measuring knowledge.

REFERENCES

Baehr, M., (2005), Distinctions between Assessment and Evaluation, Coe College, Faculty Guidebook, pp. 441-444.

Disha, M. (2016, November 3). Evaluation in teaching and learning process | education. Your Article Library. Retrieved May 10, 2022, from https://www.yourarticlelibrary.com/statistics-2/evaluation-in-teaching-and-learning- process-education/92476

Lynch, M. (2022, January 5). THE REAL PURPOSE OF ASSESSMENTS IN EDUCATION. The Edvocate. Retrieved May 10, 2022, from https://www.theedadvocate.org/real-
purpose-assessments-education/

Surbhi, S. (2017, October 21). Difference between assessment and evaluation (with comparison chart). Key Differences. Retrieved May 10, 2022, from https://keydifferences.com/difference-between-assessment-and evaluation.html

Whyte, B., & Deane, P. (2017). Best intentions: Using convergent practices divergently. Teachers and Curriculum, 17(1), 31–37. Yambi, Tomas & Yambi, Caluyua. (2020). ASSESSMENT AND EVALUATION IN EDUCATION.

Written by John Maliko Maibin