Assessment and Measurement

I. Objectives

To define assessment and measurement

To know the differences of assessment and measurement
To identify the forms of assessment and their definitions

II. Content

Assessment

Although in several cases the terms evaluation and assessment can be used interchangeably,
we need to distinguish between these two terms. Assessment involves testing, measuring or
judging the progress, the achievement or the language proficiency of the learners. The focus is
on the students learning and the outcomes of teaching. Assessment may be one part of an
evaluation. In some cases classroom assessment can be non-judgmental, and does not provide
evidence for evaluating or grading students, it is simply used to assess and provide early feedback
on the students learning before tests, midterm and final exams are administered.

Forms of Assessment

There is a distinction between formative and summative assessment. Formative assessment is

used to monitor the students progress during a course, to check how much they have learnt of
what they should have learnt, and then using this information future teaching might be modified if
necessary. It can be carried out in the form of informal tests and quizzes and it can be the basis
for feedback to the students. Summative assessment is used at the end of a term, a semester, or
a year, to assess how much has been achieved by individuals or groups. It is usually carried out
by using more formal tests.

Measurement

The terms measurement, test and evaluation are often used synonymously, and in
practice they may refer to the same activity. However, apart from their superficial similarities they
are distinct from each other. Measurement in the social sciences is the process of quantifying the
characteristics of persons according to explicit procedures and rules (Bachman, 1990) It means
that we assign numbers to the different mental characteristics, attributes and abilities, such as
aptitude, intelligence, motivation, fluency in speaking, achievement in reading comprehension,
and this quantification must be done according to well defined and set rules and procedures.

III. References

Common European Framework of Reference for Languages: Learning, Teaching,

Assessment. http://www.coe.int (28.05.2006)