Assessment vs. Evaluation

Two Controversial Synonyms

As teachers, it is supposed that one of the most important aspects we take into account when practicing our profession, is to have the aptitude and auspicious knowledge of why and when to evaluate. In second language evaluation, and I think in most of the subjects from different fields, it is necessary to take into account that this is a relevant aspect within learners’ as teachers’ process, because it drives students’ learning (Genesee and Upshur, 1999) and as a personal opinion, the fact of assessing students makes teachers aware of the self-assessment they implicitly do, since the learners’ results partly depend on the kind of instruction they receive and the teacher’s class methodology, this one as regards of self-performance and strategies to develop the class and then assess his/her students .

As mentioned above, Genesee and Upshur state the concept of ‘Assessment’ as a useful tool for students’ learning process, but we might question about the reason why he did not mention the word ‘Evaluation’ instead of ‘Assessment”, and it happens because these two seem to be synonyms, but they can be controversial, since they are related one another in the same field but both of them are addressed to different purposes.

In my opinion, ‘Assessment’ and ‘Evaluation’ can be considered as subjective research processes that every teacher does in his or her class sessions, but the results obtained during the procedure are not formally set up as a project or investigation. In this case what counts is the experience, observations and strategies the teacher comes up with, or the standards the school curriculum has to establish in order to have a well-organized education system, this one as a means of categorizing students’ level to determine if they are or not ‘fully prepared’ to go on to a more complex tier.

Regarding these two concepts, I would like you and me to question ourselves about what of the two options we have implemented so far, and if that one is the most accurate for us as teachers and the most beneficial for the learners as well. In the one hand, we have the job to test students, grade them along with different tasks and estimate the final results of their performance during a period of time; it does not matter if Fulanita’s pet died the morning of the exam, if Juanita did not study because of a problem at home, or if Pepito performed pretty well during the period, but in his final task he got a ‘terrible’ score. When we evaluate students, we take into account final results; a 3-page exam is what tells everybody if you are a brilliant or a poor student, but have we wondered the reason why it happens?; I don’t think so, because we are too busy putting those ‘reliable’ outcomes on an excel table and there is not even time to notice how big is the effort that most of our students do to have a meaningful learning process.

On the other hand, there is the human side (Robots can actually tape grades on a computer); the concept of ‘assessment’ is closely related to seeking for students’ weaknesses and strengths, and providing a constant feedback to make them aware of their mistakes or succeeds. When we assess, there is always the intention to think up better human beings with self-criteria to critique instead of judging, to experience instead of waiting and to work cooperatively, instead of isolating themselves just to get a five in their final exams.

I know that the whole idea of assessment is maybe too desirable in an education system like ours, a set of standards that are always trying to limit our ideals to final reports, final tests, final results…everything must be final, like a product in a supermarket: if it does not suit the requirements, it will not be exhibited on the shelves. But despite this, as teachers we can contribute to have students notice that education is not only about their grades; it is also about knowing each other and caring for everyone’s needs and expectations. If we demonstrate our students that we DO mind what, how and why they think so, they will be encouraged enough to fill in any exams, tasks, or even to accomplish ‘unlikely missions’; they will realize that their teachers are change agents that always seek for aesthetic experiences and critical views, so they will not perceive us, just like another brick in their school wall, but an example to preserve for a professional future.