assessment vs assignment

Home » Education » What is the Difference Between Assignment and Assessment

What is the Difference Between Assignment and Assessment

The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.  

Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.

Key Areas Covered

1. What is an Assignment       – Definition, Goals, Characteristics 2. What is an Assessment      – Definition, Characteristics 3. Difference Between Assignment and Assessment      – Comparison of Key Differences

What is an Assignment

Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.

Assignments have several goals, as described below:

– gives students a better understanding of the topic being studied

– develops learning and understanding skills of students

– helps students in self-study

– develops research and analytical skills

– teaches students time management and organization

– clear students’ problems or ambiguities regarding any subject

– enhance the creativity of students

Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.

What is an Assessment

Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.

There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.

Difference Between Assignment and Assessment

Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. 

Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students

Goal                

Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.

Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.

Image Courtesy:

1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

​You May Also Like These

Leave a reply cancel reply.

Assignment vs. Assessment: What's the Difference?

Key Differences

Comparison chart, assignment and assessment definitions, can assignment and assessment be used interchangeably, are assignments only given in an academic context, is an assignment always individual work, does an assessment always affect the final grade, can an assessment be informal, can an assessment include physical tests, is an assignment always graded, do all assignments require submission of work, is an assessment only about grading, is an assessment always conducted by teachers, can an assessment be a self-evaluation, does every assignment involve writing, are all assessments standardized, can an assessment be a group activity, do assignments always have deadlines, can the word assignment refer to legal contexts, can an assignment be optional, is an assessment always planned, can assignments have multiple parts, can an assignment be verbal.

Trending Comparisons

Popular Comparisons

New Comparisons

Assessment Help

Assessment Help Online For Students

What Is The Difference Between Assignments And Assessments?

The two central ideas of contemporary education are assignment and assessment. Assignments and assessments are essential components of a student’s academic career. However, a lot of students are unaware of the fundamental distinction between an assignment and an assessment. Assignment refers to the distribution of the numerous tasks that students must do to receive the best grades in their academic curriculums. In comparison, a teacher will assess students by giving them a variety of assessment tasks that may be of different types and observing what information and skills they have learned. A student can get to know various outcomes of their learning and how they are progressing with learning objectives by completing the assessment activity.

For the best results in their academic work, students pursuing a variety of courses at various colleges must deal with assignments and assessments. Therefore, they must complete these two tasks using the right format and procedure. Assessments include writing assignments, class exercises, quizzes, case studies, and group activities, whereas assignments consist of writing tasks like case studies, reports, essays, etc. As a result, both are equally important but approached in different ways. 

Let’s have a look at this in detail!

What Is An Assignment? 

Assignments are pieces of writing paper or homework that a lecturer or university gives to assess your knowledge and abilities. It may also be referred to as writing assignments that must be finished and submit in before the deadlines. This is a requirement for their academic work; thus, you must conduct extensive research to finish the assignment. Numerous tasks require you to select a topic before you begin writing on it, including essays, reports, a thesis, case study assignments, and many more. It aids in the development of your comprehension and learning abilities, and you can conduct your research to finish these assignments. Additionally, it develops research and analytical skills, which will help the students in the future. 

What Is An Assessment?

Assessment refers to the process by which a teacher evaluates the scholars’ knowledge and learning outcomes. In other words, multiple assessment assignments can be used to evaluate your academic development. It aids the professor in determining a student’s aptitude and degree of curricular compliance. Because of this, an assessment is an interactive process that focuses on both teaching and learning. An assignment may occasionally serve as an assessment tool.

Formative and summative assessments are the two main types of assessment. Summative evaluation takes place after each learning unit, whereas formative evaluation is undertaken throughout the learning process. Assessment includes tests, assignments, group projects, quizzes, and summaries.

What Is The Format Of An Assignment? 

Understanding the right format and structure is essential before beginning any work. The format is crucial in capturing the reader’s interest. You’ll be able to compose the assignment extremely precisely if you follow the right format for an assignment. As a result, the most crucial assignment writing format must be used.

• Executive summary:  The executive summary is crucial for making a good first impression on the reader; therefore, when a student begins writing an assignment, he needs to focus on it. It briefly describes an academic topic, such as a project proposal or business strategy. It provides a synopsis of the case study or reports writing and a solid structure for the writing techniques you’ll employ later on. 
• Table of content:  Each subsection in this section must be listed together with the relevant page number. It will surely be helpful for the reader to skip straight to the topic’s intriguing parts. Also, they can directly jump to that topic according to their interest. 
• Introduction:  The first section of your assignment must contain all of the crucial information related to the topic you have chosen for the assignment. In this section, you have to be very precise and clear while framing it. You need to mention all those details that you are going to explain in the further assignment. Therefore an introduction must create an impact on the reader’s mind and develop an interest in reading the whole assignment. 
• Body section:  After the introduction is complete, you must start on the body section. All of the crucial information should be mentioned in the assignment’s central section. When you reach this part, you need to be familiar with the major ideas, illustrations, and statistics.
• Conclusion:  In conclusion, you must be able to present a summary of all the data once the primary steps have been completed. Never provide extra information for the assignment.

What Are The Major Steps To Complete An Assessment Task? 

• Know the purpose of evaluation:  This stage clarifies the aim of the meeting to everyone in attendance. Additionally, it establishes the meeting’s objectives and tone. It also makes it clear how questions and remarks that should be shorter for the meeting’s format will be addressed. Use our recommended introduction in the description below, or write your own.
• Determine the work provided to you:  In this phase, the learner and you will review the pertinent responses you both filled out on your assessment form. The Educator should have gone over these in advance and taken any necessary notes.
• Discuss all your work and start writing it:  Items for homework are tasks that must be finished at home. To allow the learner and Educator enough time to complete the work, they are assigned homework. To answer questions from the learner and to make expectations clear, homework is discussed in this stage so that you can get the best answers for your assessment questions. 

If you are enrolled in a course or program offered by a reputable university, you must understand the assignment and assessment differences. Since you will be dealing with both tasks during your curriculum, it will aid you in writing them correctly. You can seek assistance from our  assessment help  services if you still need help understanding the difference and are unable to complete the assignment or assessment activity. Our most experienced expert will help you correctly write your assignment or assessment work. Our highly qualified experts are skilled at assessment and assignment help and finishing them before the deadlines.

• ← How To Get The Most Out Of Your Research Paper Help
• CHCPRP001 Assessment Answers →

Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned. 

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category. 

Written Assignments:

• Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
• Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
• Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
• Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
• Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
• Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
• Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
• Laboratory or Field Notes:  Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
• Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
• Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above. 
• Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
• Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
• Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
• Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
• Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
• Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
• Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
• Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
• Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
• Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
• Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
• "Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
• Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
• Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
• Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
• Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
• Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
• Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
• Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

• Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
• Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
• Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
• Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
• Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
• Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
• Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
• Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
• Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
• ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."  

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

• Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
• Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
• News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
• Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
• Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

• Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
• Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
• Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
• Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
• Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

• Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
• Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
• An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

• Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
• Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
• Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
• Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
• Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
• Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

• Personal Response Systems
• Designing Multiple-Choice Questions
• Aligning Outcomes, Assessments, and Instruction

Other Resources

• Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

Catalog search

Teaching tip categories.

• Assessment and feedback
• Blended Learning and Educational Technologies
• Career Development
• Course Design
• Course Implementation
• Inclusive Teaching and Learning
• Learning activities
• Support for Student Learning
• Support for TAs
• Assessment and feedback ,

• 1300 364 499
• [email protected]

The Difference Between an Assessment and an Assignment

Posted 4 jun '20.

Every school has a unique method of setting work, tasks and assessing the level their students are at, but mostly these tests come in the forms of an assessment or an assignment. However, the difference between the two of these can be hard to spot - both receive task sheets, both can usually be worked on at home, they can contain some of the same content. So, how do we tell the difference and how can this help your child?

The Assignment

So, your child has come home brandishing an assignment task sheet. What does this mean exactly? An assignment is all in the name; it is the act of assigning. It is an allocation of a task or set of tasks that are marked and graded for the report card (but does not have to be). The purpose of an assignment is to give your child a more comprehensive understanding of the topic being studied and can include questions, long-form writing tasks or a more tactile and interactive activity. An assignment is usually completed at home and submitted to the school after a certain period.

The Assessment

An assessment may not come in a much different form to the assignment, but they are usually considered more important. This is because an assessment is the act of assessing the progress of your child. The assessment may be a take-home task, an exam/test, speech or something more hands-on. An assessment can be both in-class or at home. Usually, your child will get an assessment notification that is given approximately 2 weeks before the assessment is due. Particularly for Year 12s, assessments are incredibly important as they contribute to their overall internal mark.

Why It Is Important To Know The Difference

With this information, you are now able to help your child prioritise their work. Although the tasks given can look similar, knowing the weighted importance of both can help you help them to plan out when they will complete these tasks.

If you or your child require further assistance in completing schoolwork, visit www.fsedu.com.au where you can be provided personalised, one-on-one education with an experienced, dedicated teacher with an in-depth understanding of the Australian curriculum.

Written by Ben Maher - Founder and Director of Education at Full Spectrum Education

Related Articles

Happy Mothers Day

Blackhawks Ice Hockey Club

Lest we forget. 🌹

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

43 8.1 Assessment and Evaluation

Assessment, as defined by  www.edglossary.org , “ refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.”   It is analogous to  evaluation, judgment, rating, appraisal, and analysis. (Great Schools Partnership, 2015)

Although the terms assessment and evaluation are often used synonymously, they are distinctive and different. The intent of assessment is to measure effectiveness; evaluation adds a value component to the process.  A teacher may assess a student to ascertain how well the individual successfully met the learning target. If, however, the measurement is used to determine program placement, such as a special education program, honors club, or Individual Educational Program documentation, the assessment constitutes an evaluation.  

Goals of Assessment  

Assessment is two-fold in nature. It enables the teacher to gather information and then determine what the learner knows or does not know and concurrently drives the planning phase. To meet the needs of all learners, the teacher may need to differentiate the instruction.

The teacher is then responsible for providing positive feedback in a timely manner to the student. This feedback should include whether the student met the learning target, specifically what needs to be improved upon, and who and how these goals will be met.

The intent of assessment has traditionally been to determine what the learner has learned. Today, the emphasis is on authentic assessment. While the former typically employed recall methods, the latter encourages learners to demonstrate greater comprehension.  (Wiggins, 1990)

7 Keys to Effective Feedback

Methods to assess  .

Within an academic setting, assessment may include “the process of observing learning; describing, collecting, recording, scoring, and interpreting information about a student’s or one’s own learning http://www.k12.hi.us/atr/evaluation/glossary.htm .”

It can occur by observations, interviews, tests, projects, or any other information-gathering method. Within the early childhood and early primary elementary grades, observations are used frequently to assess learners. Teachers may use a checklist to note areas of proficiency or readiness and may opt to use checkmarks or some other consistent means for record-keeping.

It is helpful for a teacher to include the date, day, and time. This record-keeping may result in emerging patterns. Does the learner exhibit certain behaviors or respond to learning activities because of proximity to lunchtime, morning, or afternoon? The aspect of understanding how individuals learn can be noted within the affective domain. (Kirk, N/D) This may influence how a student learns and behaves within a classroom setting. Seating, natural and artificial lighting, noise, and temperature all influence how students feel and interact within the environment and affect cognitive behaviors.

Interviews can be used on the elementary or secondary levels as an assessment tool. Like any other well-planned assessment tool, they necessitate careful planning and development of questions, positive rapport with the student, and an environment free from distractions, outside noise, and time constraints. Interviews may or may not be audiotaped or videotaped, and scoring rubrics may be used to assess (Southerland, ND).

Tests offer yet another venue for assessment purposes. They may take the form of essay or short response, fill-in-the-blank, matching, or true or false formats. Like any of the other methods, they should be valid and reliable. Carefully thought-out test questions need to be tied to learning standards, and a clear and fair scoring measure needs to be in place.

Typically, assessment has been viewed as the result; the letter or point assigned at the end of an assignment; however, assessment can and should come at the beginning, end, and throughout the teaching and learning process. While assessment should drive instruction, it often falls short when determining instructional decisions.

Danielle Stein eagerly anticipated the upcoming parent-teacher conferences of the day. She had studied hard as a Childhood Education major and had worked diligently in her first year as a third-grade teacher at Maplewood Elementary School.  Danielle had planned interdisciplinary lessons, employed inquiry-based learning centers, and regularly met individual students to ensure that they had mastered the skills as determined by the state standards.

Each student had a portfolio filled with dated representations of their work. Ms. Stein understood the importance of specific and timely feedback and had painstakingly provided detailed written feedback on each work sample. She meticulously arranged the portfolios and anecdotal notes and looked forward to sharing the students’ accomplishments with their family members.

As last-minute jitters began to set in, Danielle realized that she had no grades for any of the students. Despite doing all the right things, she had no way to assign a grade to any of the work the students had done. How would she respond when guardians asked what grade their child would earn on the first report card? How would she accurately tell them how they compared with their peers in reading? In math? In social studies and science?

Danielle quickly realized she was not as prepared as she had anticipated.

Discussion Questions

How do teachers assess student work? Is there a certain number of assignments that the teacher should grade within a  9-week session? Are there  alternatives to  letter grades? Reflect on how you were graded as a student. 

Introduction to Education Copyright © 2021 by Shannon M. Delgado and Sarah Mark is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

In education, the term  assessment  refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

While assessments are often equated with traditional tests—especially the standardized tests  developed by testing companies and administered to large populations of students—educators use a diverse array of assessment tools and methods to measure everything from a four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning—e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyze different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized  academic support , educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.

While assessment can take a wide variety of forms in education, the following descriptions provide a representative overview of a few major forms of educational assessment.

Assessments are used for a wide variety of purposes in schools and education systems :

• High-stakes  assessments  are typically standardized tests used for the purposes of accountability—i.e., any attempt by federal, state, or local government agencies to ensure that students are enrolled in effective schools and being taught by effective teachers. In general, “high stakes” means that important decisions about students, teachers, schools, or districts are based on the scores students achieve on a high-stakes test, and either punishments (sanctions, penalties, reduced funding, negative publicity, not being promoted to the next grade, not being allowed to graduate) or accolades (awards, public celebration, positive publicity, bonuses, grade promotion, diplomas) result from those scores. For a more detailed discussion, see  high-stakes test .
• Pre-assessments  are administered before students begin a lesson, unit, course, or academic program. Students are not necessarily expected to know most, or even any, of the material evaluated by pre-assessments—they are generally used to (1) establish a baseline against which educators measure learning progress over the duration of a program, course, or instructional period, or (2) determine general academic readiness for a course, program, grade level, or new academic program that student may be transferring into.
• Formative  assessments  are in-process evaluations of student learning that are typically administered multiple times during a unit, course, or academic program. The general purpose of formative assessment is to give educators in-process feedback about what students are learning or not learning so that instructional approaches, teaching materials, and academic support can be modified accordingly. Formative assessments are usually not scored or graded, and they may take a variety of forms, from more formal quizzes and assignments to informal questioning techniques and in-class discussions with students.

Formative assessments are commonly said to be  for  learning because educators use the results to modify and improve teaching techniques during an instructional period, while summative assessments are said to be  of  learning because they evaluate academic achievement at the conclusion of an instructional period. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.”

• Interim assessments   are used to evaluate where students are in their learning progress and determine whether they are on track to performing well on future assessments, such as standardized tests, end-of-course exams, and other forms of “summative” assessment. Interim assessments are usually administered periodically during a course or school year (for example, every six or eight weeks) and separately from the process of instructing students (i.e., unlike formative assessments, which are integrated into the instructional process).
• Placement assessments  are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course. For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
• Screening assessments  are used to determine whether students may need specialized assistance or services, or whether they are ready to begin a course, grade level, or academic program. Screening assessments may take a wide variety of forms in educational settings, and they may be developmental, physical, cognitive, or academic. A preschool screening test, for example, may be used to determine whether a young child is physically, emotionally, socially, and intellectually ready to begin preschool, while other screening tests may be used to evaluate health, potential learning disabilities, and other student attributes.

Assessments are also designed in a variety of ways for different purposes:

• Standardized assessments  are designed, administered, and scored in a standard, or consistent, manner. They often use a multiple-choice format, though some include open-ended, short-answer questions. Historically, standardized tests featured rows of ovals that students filled in with a number-two pencil, but increasingly the tests are computer-based. Standardized tests can be administered to large student populations of the same age or grade level in a state, region, or country, and results can be compared across individuals and groups of students. For a more detailed discussion, see  standardized test .
• Standards-referenced or standards-based  assessments  are designed to measure how well students have mastered the specific knowledge and skills described in local, state, or national  learning standards . Standardized tests and high-stakes tests may or may not be based on specific learning standards, and individual schools and teachers may develop their own standards-referenced or standards-based assessments. For a more detailed discussion, see  proficiency-based learning .
• Common  assessments  are used in a school or district to ensure that all teachers are evaluating student performance in a more consistent, reliable, and effective manner. Common assessments are used to encourage greater consistency in teaching and assessment among teachers who are responsible for teaching the same content, e.g. within a grade level, department, or  content area . They allow educators to compare performance results across multiple classrooms, courses, schools, and/or learning experiences (which is not possible when educators teach different material and individually develop their own distinct assessments). Common assessments share the same format and are administered in consistent ways—e.g., teachers give students the same instructions and the same amount of time to complete the assessment, or they use the same scoring guides to interpret results. Common assessments may be “formative” or “summative .” For more detailed discussions, see coherent curriculum  and  rubric .
• Performance assessments  typically require students to complete a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project, for example. Educators will often use collaboratively developed common assessments, scoring guides, rubrics, and other methods to evaluate whether the work produced by students shows that they have learned what they were expected to learn. Performance assessments may also be called “authentic assessments,” since they are considered by some educators to be more accurate and meaningful evaluations of learning achievement than traditional tests. For more detailed discussions, see authentic learning ,  demonstration of learning , and  exhibition .
• Portfolio-based  assessments  are collections of academic work—for example, assignments, lab results, writing samples, speeches, student-created films, or art projects—that are compiled by students and assessed by teachers in consistent ways. Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the acquisition of diverse knowledge and skills over a period of time. Portfolio materials can be collected in physical or digital formats, and they are often evaluated to determine whether students have met required learning standards . For a more detailed discussion, see  portfolio .

The purpose of an assessment generally drives the way it is designed, and there are many ways in which assessments can be used. A standardized assessment can be a high-stakes assessment, for example, but so can other forms of assessment that are not standardized tests. A portfolio of student work can be a used as both a “formative” and “summative” form of assessment. Teacher-created assessments, which may also be created by teams of teachers, are commonly used in a single course or grade level in a school, and these assessments are almost never “high-stakes.” Screening assessments may be produced by universities that have conducted research on a specific area of child development, such as the skills and attributes that a student should have when entering kindergarten to increase the likelihood that he or she will be successful, or the pattern of behaviors, strengths, and challenges that suggest a child has a particular learning disability. In short, assessments are usually created for highly specialized purposes.

While educational assessments and tests have been around since the days of the one-room schoolhouse, they have increasingly assumed a central role in efforts to improve the effectiveness of public schools and teaching. Standardized-test scores, for example, are arguably the dominant measure of educational achievement in the United States, and they are also the most commonly reported indicator of school, teacher, and school-system performance.

As schools become increasingly equipped with computers, tablets, and wireless internet access, a growing proportion of the assessments now administered in schools are either computer-based or online assessments—though paper-based tests and assessments are still common and widely used in schools. New technologies and software applications are also changing the nature and use of assessments in innumerable ways, given that digital-assessment systems typically offer an array of features that traditional paper-based tests and assignments cannot. For example, online-assessment systems may allow students to log in and take assessments during out-of-class time or they may make performance results available to students and teachers immediately after an assessment has been completed (historically, it might have taken hours, days, or weeks for teachers to review, score, and grade all assessments for a class). In addition, digital and online assessments typically include features, or “analytics,” that give educators more detailed information about student performance. For example, teachers may be able to see how long it took students to answer particular questions or how many times a student failed to answer a question correctly before getting the right answer. Many advocates of digital and online assessments tend to argue that such systems, if used properly, could help teachers “ personalize ” instruction—because many digital and online systems can provide far more detailed information about the academic performance of students, educators can use this information to modify educational programs, learning experiences , instructional approaches, and  academic-support strategies  in ways that address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. In addition, many large-scale standardized tests are now administered online, though states typically allow students to take paper-based tests if computers are unavailable, if students prefer the paper-based option, or if students don’t have the technological skills and literacy required to perform well on an online assessment.

Given that assessments come in so many forms and serve so many diverse functions, a thorough discussion of the purpose and use of assessments could fill a lengthy book. The following descriptions, however, provide a brief, illustrative overview of a few of the major ways in which assessments—especially assessment results—are used in an attempt to improve schools and teaching:

• System and school accountability : Assessments, particularly standardized tests, have played an increasingly central role in efforts to hold schools, districts, and state public-school systems “accountable” for improving the academic achievement of students. The most widely discussed and far-reaching example, the 2001 federal law commonly known as the No Child Left Behind Act, strengthened federal expectations from the 1990s and required each state develop  learning standards   to govern what teachers should teach and students should learn. Under No Child Left Behind, standards are required in every grade level and  content area  from kindergarten through high school. The law also requires that students be tested annually in grades 3-8 and at least once in grades 10-12 in reading and mathematics. Since the law’s passage, standardized tests have been developed and implemented to measure how well students were meeting the standards, and scores have been reported publicly by state departments of education. The law also required that test results be tracked and reported separately for different “subgroups” of students, such as minority students, students from low-income households, students with special needs, and students with  limited proficiency in English . By publicly reporting the test scores achieved by different schools and student groups, and by tying those scores to penalties and funding, the law has aimed to close  achievement gaps  and improve schools that were deemed to be underperforming. While the No Child Left Behind Act is one of the most controversial and contentious educational policies in recent history, and the technicalities of the legislation are highly complex, it is one example of how assessment results are being used as an accountability measure.
• Teacher evaluation and compensation : In recent years, a growing number of elected officials, policy makers, and education reformers have argued that the best way to improve educational results is to ensure that students have effective teachers, and that one way to ensure effective teaching is to evaluate and compensate educators, at least in part, based on the test scores their students achieve. By basing a teacher’s income and job security on assessment results, the reasoning goes, administrators can identify and reward high-performing teachers or take steps to either help low-performing teachers improve or remove them from schools. Growing political pressure, coupled with the promise of federal grants, prompted many states to begin using student test results in teacher evaluations. This controversial and highly contentious reform strategy generally requires fairly complicated statistical techniques—known as  value-added measures   or  growth measures —to determine how much of a positive or negative effect individual teachers have on the academic achievement of their students, based primarily on student assessment results.
• Instructional improvement : Assessment results are often used as a mechanism for improving instructional quality and student achievement. Because assessments are designed to measure the acquisition of specific knowledge or skills, the design of an assessment can determine or influence what gets taught in the classroom (“teaching to the test” is a common, and often derogatory, phrase used to describe this general phenomenon). Formative assessments, for example, give teachers in-process feedback on student learning, which can help them make instructional adjustments during the teaching process, instead of having to wait until the end of a unit or course to find out how well students are learning the material. Other forms of assessment, such as standards-based assessments or common assessments, encourage educators to teach similar material and evaluate student performance in more consistent, reliable, or comparable ways.
• Learning-needs identification : Educators use a wide range of assessments and assessment methods to identify specific student learning needs, diagnose learning disabilities (such as autism, dyslexia, or nonverbal learning disabilities), evaluate language ability, or determine eligibility for specialized educational services. In recent years, the early identification of specialized learning needs and disabilities, and the proactive provision of educational support services to students, has been a major focus of numerous educational reform strategies. For a related discussion, see  academic support .

In education, there is widespread agreement that assessment is an integral part of any effective educational system or program. Educators, parents, elected officials, policy makers, employers, and the public all want to know whether students are learning successfully and progressing academically in school. The debates—many of which are a complex, wide ranging, and frequently contentious—typically center on how assessments are used, including how frequently they are being administered and whether assessments are beneficial or harmful to students and the teaching process. While a comprehensive discussion of these debates is beyond the scope of this resource, the following is a representative selection of a few major issues being debated:

• Is high-stakes testing, as an accountability measure, the best way to improve schools, teaching quality, and student achievement? Or do the potential consequences—such as teachers focusing mainly on test preparation and a narrow range of knowledge at the expense of other important skills, or increased incentives to cheat and manipulate test results—undermine the benefits of using test scores as a way to hold schools and educators more accountable and improve educational results?
• Are standardized assessments truly  objective  measures of academic achievement? Or do they reflect intrinsic biases—in their design or content—that favor some students over others, such wealthier white students from more-educated households over minority and low-income students from less-educated households? For more detailed discussions, see  measurement error and  test bias .
• Are “one-size-fits-all” standardized tests a fair way to evaluate the learning achievement of all students, given that some students may be better test-takers than others? Or should students be given a variety of assessment options and multiple opportunities to demonstrate what they have learned?
• Will more challenging and  rigorous   assessments lead to higher educational achievement for all students? Or will they end up penalizing certain students who come from disadvantaged backgrounds? And, conversely, will less-advantaged students be at an even greater disadvantage if they are not held to the same high educational standards as other students (because lowering educational standards for certain students, such as students of color, will only further disadvantage them and perpetuate the same cycle of low expectations that historically contributed to racial and socioeconomic  achievement gaps )?
• Do the costs—in money, time, and human resources—outweigh the benefits of widespread, large-scale testing? Would the funding and resources invested in testing and accountability be better spent on higher-quality educational materials, more training and support for teachers, and other resources that might improve schools and teaching more effectively? And is the pervasive use of tests providing valuable information that educators can use to improve instructional quality and student learning? Or are the tests actually taking up time that might be better spent on teaching students more knowledge and skills?
• Are technological learning applications, including digital and online assessments, improving learning experiences for students, teaching them technological skills and literacy, or generally making learning experiences more interesting and engaging? Or are digital learning applications adding to the cost of education, introducing unwanted distractions in schools, or undermining the value of teachers and the teaching process?

Alphabetical Search

Teaching, Learning, & Professional Development Center

• Teaching Resources
• TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

Assignment vs. Assessment — What's the Difference?

Difference Between Assignment and Assessment

Table of contents, key differences, comparison chart, action vs. judgment, individual vs. group, compare with definitions, common curiosities, is every assignment followed by an assessment, what's the purpose of an assignment, how do teachers benefit from assessments, can an assignment be collaborative, what forms can assessments take, are assignments exclusive to academic settings, what is an assignment in an educational context, how does assessment differ from grading, can assessments be biased, is feedback essential after an assessment, can one forgo an assignment, do all assignments need a deadline, why are assessments integral in the learning process, how do assignments and assessments relate to real-world skills, can an assignment be both written and oral, share your discovery.

Author Spotlight

Popular Comparisons

Trending Comparisons

New Comparisons

Trending Terms

• Grades 6-12
• School Leaders

Win 10 Summer Reading Books from ThriftBooks 📚!

Formative, Summative, and More Types of Assessments in Education

All the best ways to evaluate learning before, during, and after it happens.

When you hear the word assessment, do you automatically think “tests”? While it’s true that tests are one kind of assessment, they’re not the only way teachers evaluate student progress. Learn more about the types of assessments used in education, and find out how and when to use them.

Diagnostic Assessments

Formative assessments, summative assessments.

• Criterion-Referenced, Ipsative, and Normative Assessments

What is assessment?

In simplest terms, assessment means gathering data to help understand progress and effectiveness. In education, we gather data about student learning in variety of ways, then use it to assess both their progress and the effectiveness of our teaching programs. This helps educators know what’s working well and where they need to make changes.

There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you’ll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.

What’s the purpose of assessment in education?

In education, we can group assessments under three main purposes:

• Of learning
• For learning
• As learning

Assessment of learning is student-based and one of the most familiar, encompassing tests, reports, essays, and other ways of determining what students have learned. These are usually summative assessments, and they are used to gauge progress for individuals and groups so educators can determine who has mastered the material and who needs more assistance.

When we talk about assessment for learning, we’re referring to the constant evaluations teachers perform as they teach. These quick assessments—such as in-class discussions or quick pop quizzes—give educators the chance to see if their teaching strategies are working. This allows them to make adjustments in action, tailoring their lessons and activities to student needs. Assessment for learning usually includes the formative and diagnostic types.

Assessment can also be a part of the learning process itself. When students use self-evaluations, flash cards, or rubrics, they’re using assessments to help them learn.

Let’s take a closer look at the various types of assessments used in education.

Diagnostic assessments are used before learning to determine what students already do and do not know. This often refers to pre-tests and other activities students attempt at the beginning of a unit.

How To Use Diagnostic Assessments

When giving diagnostic assessments, it’s important to remind students these won’t affect their overall grade. Instead, it’s a way for them to find out what they’ll be learning in an upcoming lesson or unit. It can also help them understand their own strengths and weaknesses, so they can ask for help when they need it.

Teachers can use results to understand what students already know and adapt their lesson plans accordingly. There’s no point in over-teaching a concept students have already mastered. On the other hand, a diagnostic assessment can also help highlight expected pre-knowledge that may be missing.

For instance, a teacher might assume students already know certain vocabulary words that are important for an upcoming lesson. If the diagnostic assessment indicates differently, the teacher knows they’ll need to take a step back and do a little pre-teaching before getting to their actual lesson plans.

Examples of Diagnostic Assessments

• Pre-test: This includes the same questions (or types of questions) that will appear on a final test, and it’s an excellent way to compare results.
• Blind Kahoot: Teachers and kids already love using Kahoot for test review, but it’s also the perfect way to introduce a new topic. Learn how Blind Kahoots work here.
• Survey or questionnaire: Ask students to rate their knowledge on a topic with a series of low-stakes questions.
• Checklist: Create a list of skills and knowledge students will build throughout a unit, and have them start by checking off any they already feel they’ve mastered. Revisit the list frequently as part of formative assessment.

Formative assessments take place during instruction. They’re used throughout the learning process and help teachers make on-the-go adjustments to instruction and activities as needed. These assessments aren’t used in calculating student grades, but they are planned as part of a lesson or activity. Learn much more about formative assessments here.

How To Use Formative Assessments

As you’re building a lesson plan, be sure to include formative assessments at logical points. These types of assessments might be used at the end of a class period, after finishing a hands-on activity, or once you’re through with a unit section or learning objective.

Once you have the results, use that feedback to determine student progress, both overall and as individuals. If the majority of a class is struggling with a specific concept, you might need to find different ways to teach it. Or you might discover that one student is especially falling behind and arrange to offer extra assistance to help them out.

While kids may grumble, standard homework review assignments can actually be a pretty valuable type of formative assessment . They give kids a chance to practice, while teachers can evaluate their progress by checking the answers. Just remember that homework review assignments are only one type of formative assessment, and not all kids have access to a safe and dedicated learning space outside of school.

Examples of Formative Assessments

• Exit tickets : At the end of a lesson or class, pose a question for students to answer before they leave. They can answer using a sticky note, online form, or digital tool.
• Kahoot quizzes : Kids enjoy the gamified fun, while teachers appreciate the ability to analyze the data later to see which topics students understand well and which need more time.
• Flip (formerly Flipgrid): We love Flip for helping teachers connect with students who hate speaking up in class. This innovative (and free!) tech tool lets students post selfie videos in response to teacher prompts. Kids can view each other’s videos, commenting and continuing the conversation in a low-key way.
• Self-evaluation: Encourage students to use formative assessments to gauge their own progress too. If they struggle with review questions or example problems, they know they’ll need to spend more time studying. This way, they’re not surprised when they don’t do well on a more formal test.

Find a big list of 25 creative and effective formative assessment options here.

Summative assessments are used at the end of a unit or lesson to determine what students have learned. By comparing diagnostic and summative assessments, teachers and learners can get a clearer picture of how much progress they’ve made. Summative assessments are often tests or exams but also include options like essays, projects, and presentations.

How To Use Summative Assessments

The goal of a summative assessment is to find out what students have learned and if their learning matches the goals for a unit or activity. Ensure you match your test questions or assessment activities with specific learning objectives to make the best use of summative assessments.

When possible, use an array of summative assessment options to give all types of learners a chance to demonstrate their knowledge. For instance, some students suffer from severe test anxiety but may still have mastered the skills and concepts and just need another way to show their achievement. Consider ditching the test paper and having a conversation with the student about the topic instead, covering the same basic objectives but without the high-pressure test environment.

Summative assessments are often used for grades, but they’re really about so much more. Encourage students to revisit their tests and exams, finding the right answers to any they originally missed. Think about allowing retakes for those who show dedication to improving on their learning. Drive home the idea that learning is about more than just a grade on a report card.

Examples of Summative Assessments

• Traditional tests: These might include multiple-choice, matching, and short-answer questions.
• Essays and research papers: This is another traditional form of summative assessment, typically involving drafts (which are really formative assessments in disguise) and edits before a final copy.
• Presentations: From oral book reports to persuasive speeches and beyond, presentations are another time-honored form of summative assessment.

Find 25 of our favorite alternative assessments here.

More Types of Assessments

Now that you know the three basic types of assessments, let’s take a look at some of the more specific and advanced terms you’re likely to hear in professional development books and sessions. These assessments may fit into some or all of the broader categories, depending on how they’re used. Here’s what teachers need to know.

Criterion-Referenced Assessments

In this common type of assessment, a student’s knowledge is compared to a standard learning objective. Most summative assessments are designed to measure student mastery of specific learning objectives. The important thing to remember about this type of assessment is that it only compares a student to the expected learning objectives themselves, not to other students.

Many standardized tests are criterion-referenced assessments. A governing board determines the learning objectives for a specific group of students. Then, all students take a standardized test to see if they’ve achieved those objectives.

Find out more about criterion-referenced assessments here.

Norm-Referenced Assessments

These types of assessments do compare student achievement with that of their peers. Students receive a ranking based on their score and potentially on other factors as well. Norm-referenced assessments usually rank on a bell curve, establishing an “average” as well as high performers and low performers.

These assessments can be used as screening for those at risk for poor performance (such as those with learning disabilities) or to identify high-level learners who would thrive on additional challenges. They may also help rank students for college entrance or scholarships, or determine whether a student is ready for a new experience like preschool.

Learn more about norm-referenced assessments here.

Ipsative Assessments

In education, ipsative assessments compare a learner’s present performance to their own past performance, to chart achievement over time. Many educators consider ipsative assessment to be the most important of all , since it helps students and parents truly understand what they’ve accomplished—and sometimes, what they haven’t. It’s all about measuring personal growth.

Comparing the results of pre-tests with final exams is one type of ipsative assessment. Some schools use curriculum-based measurement to track ipsative performance. Kids take regular quick assessments (often weekly) to show their current skill/knowledge level in reading, writing, math, and other basics. Their results are charted, showing their progress over time.

Learn more about ipsative assessment in education here.

Have more questions about the best types of assessments to use with your students? Come ask for advice in the We Are Teachers HELPLINE group on Facebook.

Plus, check out creative ways to check for understanding ..

You Might Also Like

25 Formative Assessment Options Your Students Will Actually Enjoy

Get them excited to show you what they know! Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

Assignments & Tests

• Ideas for Assignments
• Assessment vs. Evaluation
• Best Practices for Tests
• Tests and Academic Integrity
• Tutorials for Canvas Tests
• Tutorials for Canvas Assignments

Many people use the terms assessment and evaluation interchangeably, partly because they are both concerned with measuring success. To differentiate between them, consider this:

• Assessment relates to learners.
• Evaluation relates to the learning process.

An assessment will typically fulfill one of two general purposes. Formative assessments are designed to help you receive and give feedback that will promote further student learning. Summative assessments allow students to demonstrate their achievement of the learning objectives. The following table further highlights the differences.

Evaluation involves judgment, such as when students complete a course evaluation or an accreditation team evaluates an academic program. The purpose is to ascertain effectiveness and inform possible improvements.

Center for Instructional Design and Technology • [email protected] • 208.467.8034 • Learning Commons 146

• << Previous: Ideas for Assignments
• Next: Best Practices for Tests >>
• Last Updated: Jan 13, 2023 4:43 PM
• URL: https://library.nnu.edu/tests

Eberly Center

Teaching excellence & educational innovation, what is the difference between formative and summative assessment, formative assessment.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes , which means that they have low or no point value. Examples of formative assessments include asking students to:

• draw a concept map in class to represent their understanding of a topic
• submit one or two sentences identifying the main point of a lecture
• turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes , which means that they have a high point value. Examples of summative assessments include:

• a midterm exam
• a final project
• a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

CONTACT US to talk with an Eberly colleague in person!

• Faculty Support
• Graduate Student Support
• Canvas @ Carnegie Mellon
• Quick Links

• Try for free

Assessment vs. Evaluation: What's the Difference?

Successful teachers know the difference. Do you?

Assessment vs. evaluation.

Assessment is, most likely, not a new concept for you; however, in most previous assessment situations, you were probably the one being tested. As you move into your teaching position, you will assume the responsibilities of an evaluator and an assessor. You will be required to determine how well your students are learning, gauge their performance, and measure the appropriateness of the content and the effectiveness of the methods and techniques utilized in your classroom.

Jabberwocky

When you assess your individual students, you gather information about their level of performance or achievement. Evaluation is comparing a student's achievement with other students or with a set of standards.

Effective assessment is a continuous process. It's not simply something that's done at the conclusion of a unit of study or at the end of a lesson. Effective assessment and evaluation are integrated into all aspects of the curriculum, providing both teachers and students with relevant and useful data to gauge progress and determine the effectiveness of materials and procedures.

Here are some criteria to consider for your own classroom:

Effective evaluation is a continuous, on-going process. Much more than determining the outcome of learning, it is rather a way of gauging learning over time. Learning and evaluation are never completed; they are always evolving and developing.

A variety of evaluative tools is necessary to provide the most accurate assessment of students' learning and progress. Dependence on one type of tool to the exclusion of others deprives students of valuable learning opportunities and robs you of measures that help both students and the overall program grow.

Evaluation must be a collaborative activity between teachers and students. Students must be able to assume an active role in evaluation so they can begin to develop individual responsibilities for development and self-monitoring.

Evaluation needs to be authentic. It must be based on the natural activities and processes students do both in the classroom and in their everyday lives. For example, relying solely on formalized testing procedures might send a signal to children that learning is simply a search for “right answers.”

Evaluation is intrinsically more complex than writing a test, giving it to a group of students, scoring it, and handing it back with some sort of letter grade. Indeed, it involves a combination of procedures and designs that not only gauge students' work but also help them grow in the process.

Featured High School Resources

Related Resources

About the author

TeacherVision Editorial Staff

The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

• Key Differences

Know the Differences & Comparisons

Difference Between Assessment and Evaluation

The basic difference between assessment and evaluation lies in the orientation, i.e. while the assessment is process oriented, evaluation is product oriented. The article presented to you describes all the distinguishing points between these two.

Content: Assessment Vs Evaluation

Comparison chart, definition of assessment.

Assessment is defined as a methodical way of acquiring, reviewing and using information about someone or something, so as to make improvement where necessary. The term is interpreted in a variety of ways, i.e. educational, psychological, financial, taxation, human resource and so on.

In general, assessment is an ongoing interactive process, in which two parties (assessor and assessee) are involved. The assessor is someone who assesses the performance based on the defined standards, while assessee is someone who is being assessed. The process aims at determining the effectiveness of the overall performance of the assessee and the areas of improvement. The process involves, setting up goals, collecting information (qualitative and quantitative) and using the information for increasing quality.

Definition of Evaluation

The term ‘evaluation’ is derived from the word ‘value’ which refers to ‘usefulness of something’. Therefore, evaluation is an examination of something to measure its utility.

Simply put, evaluation is a systematic and objective process of measuring or observing someone or something, with an aim of drawing conclusions, using criteria, usually governed by set standards or by making a comparison. It gauges the performance of a person, completed project, process or product, to determine its worth or significance.

The evaluation includes both quantitative and qualitative analysis of data and undertaken once in a while. It ascertains whether the standards or goals established are met or not. If they are met successfully, then it identifies the difference between actual and intended outcomes.

Key Differences Between Assessment and Evaluation

The significant differences between assessment and evaluation are discussed in the points given below:

• The process of collecting, reviewing and using data, for the purpose of improvement in the current performance, is called assessment. A process of passing judgment, on the basis of defined criteria and evidence is called evaluation.
• Assessment is diagnostic in nature as it tends to identify areas of improvement. On the other hand, evaluation is judgemental, because it aims at providing an overall grade.
• The assessment provides feedback on performance and ways to enhance performance in future. As against this, evaluation ascertains whether the standards are met or not.
• The purpose of assessment is formative, i.e. to increase quality whereas evaluation is all about judging quality, therefore the purpose is summative.
• Assessment is concerned with process, while evaluation focuses on product.
• In an assessment, the feedback is based on observation and positive & negative points. In contrast to evaluation, in which the feedback relies on the level of quality as per set standard.
• In an assessment, the relationship between assessor and assessee is reflective, i.e. the criteria are defined internally. On the contrary, the evaluator and evaluatee share a prescriptive relationship, wherein the standards are imposed externally.
• The criteria for assessment are set by both the parties jointly. As opposed to evaluation, wherein the criteria are set by the evaluator.
• The measurement standards for assessment are absolute, which seeks to achieve the quintessential outcome. As against this, standards of measurement for evaluation are comparative, that makes a distinction between better and worse.

So, after reviewing the points above, it would be clear that assessment and evaluation are completely different. While evaluation involves making judgments, assessment is concerned with correcting the deficiencies in one’s performance. Although, they play a crucial role in analysing and refining the performance of a person, product, project or process.

You Might Also Like:

October 28, 2016 at 1:55 am

Thanks for sharing

Narendra says

January 29, 2017 at 6:23 am

Precise and useful.

Musaed says

October 9, 2017 at 10:00 pm

I would never be confused again about the difference between assessment and evaluation. Thanks.

Kelly Mokashi says

June 14, 2018 at 8:58 pm

Can we use this article educationally, is there a copyright issue?

Surbhi S says

June 15, 2018 at 9:40 am

You can use the article, subject to proper references are given to keydifferences.com

Naijil George says

June 19, 2018 at 6:56 pm

I thought, both are very much same. This article is an eye opener.

Mehr.a.zadeh says

July 11, 2018 at 10:39 pm

Hi, your contents are excellent. Thanx

mohammed says

August 27, 2018 at 11:34 am

very detail message with concise note

Mfanelo Siziba says

September 3, 2018 at 3:56 pm

This is wonderful, well researched. Where can I get more references on this?

September 6, 2018 at 11:14 pm

Really great summary; however, I’d appreciate it if you could add some book references.

Maryam Talebi says

December 12, 2018 at 12:22 am

I really appreciate it

Augustine B says

April 10, 2019 at 11:55 am

Thanks very much for the information which is precise and helpful.

MUGABI S.R says

September 16, 2019 at 3:37 pm

Thank you very much,I now get the difference

March 13, 2020 at 9:52 am

Thanks for the piece. Could you please distinguish the three? (measurement, assessment and evaluation)

NIMUSIIMA IVAN says

September 21, 2019 at 8:14 pm

Wonderful!! Am humbled

zulfiaqar Ali says

February 18, 2020 at 10:43 am

Thank you so much for this valuable information

May 26, 2020 at 5:11 am

thanks for help

February 12, 2021 at 5:18 am

Thanks so much for the important message and I think that it will be helpful in doing my second assignment… Cheers…

February 19, 2021 at 10:54 am

Wonderful answer

Paul King Ayinde says

February 19, 2021 at 8:49 pm

Thank you immensely for these explicit explanations. They have really helped me.

saliha belhacene says

February 20, 2021 at 1:18 am

It’s so useful. Thanks

Mansharam says

February 21, 2021 at 10:58 pm

It is a base of understanding the difference between them

Lubega paul says

March 3, 2021 at 4:08 pm

Thanks for the wonderful and precise information I have learnt a lot from your information

Munyope Joseph says

March 17, 2021 at 3:48 pm

Yes maximum appreciation for the wonderful message indeed I have learnt the distinction between these two concepts.

Nakasumba GORRET says

March 26, 2021 at 6:50 am

I thought these words are the same but l realized that there is a big difference between them thanks alot

Ainomugisha Emily says

March 28, 2021 at 11:44 am

Really helpful

Faith hajara Barack says

April 2, 2021 at 10:38 pm

Thanks a lot for the clarification

Kakaire Joseph says

April 8, 2021 at 12:27 pm

Thanks for the message have really learnt about assessment and evaluation and their comparisons

Agaba Ashraf says

April 9, 2021 at 3:03 am

Thanx i have managed to understand and learnt how to distinguish between evaluation and assessment and they cannot confuse me at all in applying them as a teacher.

Kamuhanda William says

April 14, 2021 at 3:44 pm

Thanks for the useful information about the differences between Assessment and Evaluation I used to think that they are the same but they are not similar

Ahaisibwe micheal says

April 16, 2021 at 10:31 pm

Vital information about the differences between assessment and evaluation.

Dr.Dilip Chaudhari says

April 17, 2021 at 12:51 pm

Really, very good explain the difference between assessment and evaluation

Halliru Sule says

December 7, 2021 at 11:19 am

Thank you for differentiate all this information.

haron chemutai says

February 7, 2022 at 7:54 pm

Thank you for the great work

Chitra Rodrigo says

March 9, 2022 at 4:59 pm

I had a doubt on the difference between assignment and evaluation. NOW I ‘m confident. Thank you very much!

fajar mag says

August 13, 2022 at 6:59 pm

Such a brilliant information

Ada Morrison says

February 2, 2023 at 11:15 am

Thank you for the information.

Musana Elias says

February 28, 2023 at 8:29 am

Your work has cleared the misconceptions l had about the two Now clear thanks for your research

Mohanraj Sathuvalli says

April 6, 2023 at 4:32 pm

I found the article extremely useful It is precise and helps a reader understand the two terms without any ambiguity. Makes useful reading materials for teachers.

Farhana says

June 13, 2023 at 1:19 pm

want to know full name of Surbhi as I have to write reference in my assignment.

June 16, 2023 at 6:35 pm

This informative article clearly explains the difference between assessment and evaluation

El-Med says

September 9, 2023 at 10:48 pm

Thanks for your effort about those two concepts, I really understand their differences now

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.