What is Assessment | IGI Global (2024)

Chapter 26

Copyright: © 2022|Pages: 25

DOI: 10.4018/978-1-7998-8701-0.ch026

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Chapter 5

The measurement of learning using instruments appropriate for the content.

Chapter 13

The routine measurement of student progress, which also involves providing immediate and relevant feedback to both teacher and student in order to guide instructional strategies toward successful learning experiences.

Chapter 3

Comparison of the state of a variable in a specific condition with the standard value of such variable for that condition. Such comparison helps determine if the state of the variable is acceptable or not.

Chapter 15

Permanent process that allows to improve the quality of the object of study in terms of its progress and achievements, identifying obstacles and designing improvement actions.

Chapter 10

Or educational assessment seeks to determine how well students are learning and is an integrated part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. It is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

Chapter 33

Evaluation aligned with particular skills we value for students.

Chapter 18

An evaluation of the student learning.

Chapter 3

Variety of methods or tools used by educators to evaluate, measure and document academic readiness, learning progress, skill acquisition or needs of students (Education Glossary).

Chapter 1

Educational assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs.

Chapter 18

A means of measuring student progress.

Chapter 1

Is the deliberate process of collecting information about students’ learning, using any of a number of different formats, to evaluate their learning and to make instruction-related decisions.

Chapter 9

The process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to understand and improve services.

Chapter 16

Assessment is the systematic process of collecting empirical data (knowledge, skill, attitudes, and beliefs), reviewing (identify weaknesses and strengths), and using the empirical data for the purpose of improving learning and development.

Chapter 11

The process of collecting information about student learning. Throughout the learning process, assessment is used to inform teaching and student learning. As a result of assessment, teachers can adjust their teaching. Students also benefit from assessment. They need to receive a considerable amount of descriptive feedback to enable them to continue or adjust what they are doing to be effective learners.

Chapter 21

The process of documenting knowledge, attitudes, and beliefs acquired in educational settings. Assessment can focus on individual learners, a course, an institution or educational system.

Chapter 12

The process of examining a problem to determine its cause, severity, and course which is necessary to design an effective intervention plan. Assessment is done at all levels of practice (Garthwait, 2012).

Chapter 20

Evaluation of a behavior at one specific time under one specific condition.

Chapter 6

Assessing a learners language level in different skills like speaking, listening, writing, or reading with different methods.

Chapter 6

It is referring, in an educational context, as the method or tool used to evaluate, measure, and document the learning progress, skill acquisition, or educational needs of students.

Chapter 13

The systematic collection and analysis of information to improve student learning.

Chapter 15

The measurement of the ability of a person, the quality or success of a training course, or the compliance of a person’s outcome with certain standards or requirements.

Chapter 199

Methods of determining success, gaps, further directions, etc. in marketing activities.

Chapter 1

The evaluation or estimation of the nature, quality, or aptitude of someone or something.

Chapter 12

The process of checking the performance of students.

Chapter 8

Another name for the evaluation of student learning outcomes as related to the stated goals of a course or program. Also used to describe the “assurance of learning” activities required by accreditation bodies such as AACSB and SACS.

Chapter 10

It is defined as the process of evaluating the quality of learning among students. It is an integral part of classroom-based teaching.

Chapter 4

Evaluation of a behavior at one specific time under one specific condition.

Chapter 44

The process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

Chapter 5

The systematic collection, review, and use of information about educational programs undertaken for the purpose of improvement (formative assessment) or to judge the quality or worth of the program (summative assessment).

Chapter 10

A procedure used to estimate student’s learning, independently of the final purpose.

Chapter 2

Involves the use of tools or methods to measure student learning.

Chapter 11

The process of evaluating students’ weaknesses and strengths with the purpose of monitoring their educational progress and informing the instructional practices.

Chapter 234

Determining how much someone has learned or how well someone understands a particular subject.

Chapter 9

Evaluation of a behavior at one specific time under one specific condition.

Chapter 10

Evaluation of a person’s knowledge, performance, or learning.

Chapter 16

Learning results cannot be converted directly into learning achieved; rather, they must be analyzed in terms of whether skills have been achieved. The temporal dimension of the assessment snapshots of different moments and its progression have to be taken into account, forming different types of demands that provide complementary information. Students, through the assessment process, must be able to transform the information into knowledge, that is, endow it with meaning in order to understand it.

Chapter 5

The ability of measuring or judging the using/ applying of something in certain activity or task. It refers to how frequent each one of the six LLSs is used more by EFL learners to learn/acquire English within the information and communication technology (ICT) environment.

Chapter 3

An evaluation to determine the state of something.

Chapter 13

The process of gathering information using different methods to check the understanding of students in a certain lesson or course.

Chapter 12

Assessment encompasses a variety of techniques used for gathering information about student performance (Johnsen, 1998).

Chapter 14

A belief that one's own culture is superior to other cultures.

Chapter 13

Assessment is an important part of blended learning. Teachers need to use a variety of assessment methods to measure student learning. These methods should be aligned with the learning objectives of the course and should provide feedback to students on their progress.

Chapter 13

Refers to (a) a series of processes (b) meant to offer information about a student's development, growth, and achievement (c) in comparison to a standard.

Chapter 3

A periodic assessment of effectiveness, efficiency, impact, sustainability and relevance in the context of the stated objectives.

Chapter 3

Herein defines the consideration of students for their eligibility to pass an academic or applied course, usually through examinations.

Chapter 7

The process of making a judgement after appreciating or calculating the importance of a given thing or matter.

Chapter 10

The process of determining the extent to which student teachers have acquired the desired knowledge, skills and values. It includes the all forms of assessment use to determine what students know and can do.

Chapter 18

Is used usually to refer to the role in formal education of judging the students’ attainment of educational objectives for a specific course.

Chapter 7

The evaluation of quality components.

Chapter 6

“The process used to identify, collect, and prepare data to [assess] meeting program learning outcomes” (Hill, p. 55).

Chapter 1

The process or tool used to collect student or institutional information to measure learning/achievement, evaluate performance, and to inform and foster future learning.

Chapter 5

The gathering of information for purposes of making instructional decisions, and grading defined as the provision of high quality feedback, which is at times operationalized into symbolic numbers or letters.

Chapter 2

The segment of the lesson planning cycle in which an instructor measures how well students meeting a set of objectives. “Assessment” can also refer to an individual measure such as a paper, project, or test. “Assessment” can also refer to the overall process of collecting student data, evaluating that data, and then making instructional decisions.

Chapter 1

Strategies to measure achievement of learning objectives.

Chapter 3

Making inferences based on students’ learning and development to design new learning opportunities for students.

Chapter 4

An educational term refers to the process of measuring students’ knowledge and skills.

Chapter 2

The methods or tools faculty use to evaluate student learning.

Chapter 2

refers to the process of determining a person’s competence for a particular type of employment

Chapter 2

A process of gathering, analyzing, and reflecting on evidence about learning. It is intended to provide purposeful evidence of what a leaner knows, can do, or believes.

Chapter 132

Measurement of the degree to which a learner acquired the skills, knowledge, and/or attitudes that a learning experience was designed to facilitate.

Chapter 6

Assessment refers to any instructor evaluation of work submitted by the language learner, whether formative assignments (such as daily homework, reading quizzes, classroom participation, or low-stakes collaborative activities) or summative tasks (such as chapter tests, longer compositions, or high-stakes oral interviews).

Chapter 1

A tool used to determine academic, social, and/or behavior strengths and support needs of students with and without disabilities.

Chapter 13

A tool used to determine performance.

Chapter 15

Assessment can be either be pre-assessment, formative, or summative. It is used to provide data on student learning or achievement. Pre-assessment delivers information on what is already known, while formative assessment provides the educator with information on how students are learning new content. Summative assessment gives a comprehensive understanding of what has been learned.

Chapter 5

A formal evaluation of learning or the acquisition of knowledge and skill.

Chapter 24

The process of systematically collect data about someone, using a variety of methods and tools, in order to measure and evaluate her/his work qualities.

Chapter 2

Educational assessment refers to the wide variety of methods, tools and strategies that is used in teaching and learning evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students according to learning outcomes.

Chapter 6

Assessment refers to the tools or process of evaluating students with disabilities.

Chapter 8

Tool(s) used to identify the strengths and weaknesses of students’ development of course objectives (Taras, 2015 AU75: The in-text citation "Taras, 2015" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Chapter 4

A process of gathering information about a learner's knowledge, language skills, improvements, and weaknesses in a variety of ways.

Chapter 16

The process of collecting, analyzing, and interpreting data to make decisions.

Chapter 32

The evaluation of student performance and understanding of course concepts. Effective assessment is both a reliable and valid examination of student performance and understanding. In this chapter, the terms assessment and evaluation are used interchangeably.

Chapter 1

Institutional measurements of student academic achievement, learning success, and student retention (Maki, 2012).

Chapter 17

Evaluation of a behavior at one specific time under one specific condition.

Chapter 8

The process of gathering and discussing information from multiple and diverse sources to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences.

Chapter 10

A systematic process of evaluating and measuring an individual's knowledge, skills, abilities, or performance in a specific area or subject.

Chapter 6

Activities used for identifying students' learning difficulties, holding them accountable for their learning, improving teaching, holding schools and educators accountable, and improving students' learning.

Chapter 30

Evaluation used to determine the degree to which learning outcomes are being met.

Chapter 7

This 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. In the last twenty years, various types of assessment have been promoted, such as continuous assessment, feedback, self-assessment, or peer-assessment.

Chapter 50

A process to collect data to improve education practices.

Chapter 30

A systematic and ongoing process of gathering and interpreting information in order to find out if an educational program is meeting established objectives and then using that information to enhance the program.

Chapter 6

An ongoing process aimed at understanding and improving student learning by collecting data and deriving institutional improvement processes as a result.

Chapter 7

These are evaluation processes and protocols that form an integral part in measuring learner achievement. They are essential for the learner, educator, parents, and other stakeholders involved in the education process.

Chapter 15

Ongoing process which evaluates the quality of the object of study in their progress and achievements, identifying strengths and weaknesses in order to develop strategies for improvement.

Chapter 77

An evaluation.

Chapter 7

An assessment is a methodical evaluation of processes and/or controls to determine whether they are functioning as intended. Assessments may be driven by industry requirements such as the payment card data security standard (PCI-DSS) or may be performed as part of a well-managed security program.

Chapter 5

It is the process of collecting information about something that we are interested in.

Chapter 2

Measurement of student learning and achievement through different methods.

Chapter 16

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.

Chapter 12

Formal and informal activities used to measure student performance and progression.

Chapter 15

In general, assessment refers to the way of evaluating, and documenting an educational issue such as learning progress, skill acquisition, or educational needs of students. In this study, assessment is employed in relation to primary ELT teachers’ perceptions of assessing the curriculum.

Chapter 7

The ongoing process of using a range of data to understand and make informed judgments to improve student learning.

Chapter 10

A cyclical, ongoing process of establishing clear, measurable expected outcomes of student learning.

Chapter 114

An ongoing activity that is intended to improve and inform the quality of instruction and student learning. Assessment should be designed to support learning rather than to select learners.

Chapter 346

The process and/or the instruments for determining a student’s mastery of the knowledge, skills, and abilities required to earn a WGU degree. At WGU, assessments include objective tests, essays, performance tasks, and portfolio presentations

Chapter 10

Making inferences based on students’ learning and development in order to design new learning opportunities for students.

Chapter 11

The exercises or activities that learners do to demonstrate the expected knowledge or skill.

Chapter 6

It is a process in which teachers can measure students’ outcomes through some assessment tools.

Chapter 15

Refers to the methods and processes used by educators to evaluate the wide variety of student outputs submitted or enacted as evidence of learning to a specified standard.

Chapter 16

A formal measure of disposition behavior and attitudes.

Chapter 7

A method used to determine what content, skills, or knowledge a student has retained from a series of learning activities and lessons.

Chapter 11

The broad concept involving making judgmental decisions on learners. This attempts to provide valid and reliable answers to what, why, who, and how questions.

Chapter 8

The process of gathering information about student understanding/learning of content that informs teaching ( Davies, 2000 ).

Chapter 5

A cyclical, ongoing process of establishing clear, measurable expected outcomes of student learning. Educational assessment is differentiated in a formative distinction (assessment for learning) and a summative distinction (assessment of learning).

Chapter 34

The evaluation of learning objectives and activities.

Chapter 10

A method of acquiring information about the consumer, the environment and the required task in order to recommend an appropriate AT tool. Assessment differs from evaluation in that it is not standardized and it is ongoing over time.

Chapter 8

A cognitive situated-context schema that varies within and between subject matters. As a formalized concept, it is related to the measurement or to the recording of the achievement based criterion-referenced norm.

Chapter 218

A process by which learning is measured, often through content-related assignments such as papers, projects, or tests.

Chapter 242

The evaluation of the amount, value, quality, or importance of something.

Chapter 47

Process by which learning gains or performance chance are measured and labelled according to a consistent scoring criterion.

Chapter 11

The process of analyzing student learning before, during, and after instruction. In this case, assessment is the analysis of student competency levels through measurement of the core assessment for the course.

Chapter 1

The process of gathering data in order to make decisions. Assessment is the collection of data while evaluation (see below) uses these data to determine the quality of that which is being assessed and whether or not the goals have been met (Jackman, 2001).

Chapter 2

Evaluation of performance and learning.

Chapter 47

A systematic and ongoing process of gathering and interpreting information in order to find out if an educational program is meeting established objectives and then using that information to enhance the program.

Chapter 66

Systematic evaluation of student work and learning based on scoring criteria and leading to a mark or grade.

Chapter 83

An evaluation and judgment about one’s performance.

Chapter 1

Evaluation, using judgments that will guide decision making or establish competency.

Chapter 6

An evaluative determination of students’ work quality to identify their level of achievement. Early childhood assessments provide an appraisal of young children and programs where information from multiple sources are organized and interpreted.

Chapter 44

Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment in this chapter refers to the graded class activities conducted by the instructor.

Chapter 7

Assessment is a consideration of someone or something and a judgment about them. In reference to cognition, it is the assessment of different cognitive capabilities of an individual for diagnostic, therapeutic and research purpose.

Chapter 50

To estimate or judge the quality or quantity of a specific concept; in this case the process to assess problematic use of mobile phones.

Chapter 9

The process of making a judgment about one’s action, activity or performance.

Chapter 1

Assessment can be defined as the systematic and ongoing method of gathering, analyzing, and using information from measured outcomes to improve student learning in terms of knowledge acquired, understanding developed, and skills and competencies gained.

Chapter 15

Includes techniques, methods, and strategies to measure the learners' ability, knowledge, and skills.

Chapter 20

Measuring abilities of a student at a given time or over a specific period of time.

Chapter 7

Assessment is a systematic process of application of methods and tools for drawing conclusions and recommendations from its output.

Chapter 13

Systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.

Chapter 9

Process included within the planning of an intervention in which the achievement of certain learning contents by the students is valued, through instruments and methods with different perspectives.

Chapter 25

Measurement and evaluation.

Chapter 13

Defines the needs that justify funding a medical education program. A need is a gap between as-is and should-be results. An assessment also prioritizes those gaps based on their consequences and costs to the organization. An assessment differs from an analysis, which determines the causes of the gaps and identifies feasible solutions to address the identified program needs.

Chapter 8

The measurement or evaluation of learning.

Chapter 3

The act of judging or deciding the value, quality, or importance of something.

Chapter 14

A guide set up by the Council of Europe to provide international standards which describe language ability.

Chapter 145

A process of measuring learner performance either before or after a teaching intervention, or both is the aim of assessment. “Asessment can be part of evaluation, but assessment and evaluation are not synonymous.” (Lockee, Moore, Burton, 2002, p. 21)

Chapter 8

The use of valid and reliable data to determine achievement of measurable student learning outcomes or to improve achievement of student learning outcomes. This is a process that typically seen as a mechanism to improve student learning through curricular or instructional changes. .

Chapter 6

Process of determining whether a student’s learning objectives have been met.

Chapter 48

A tool to support learning and to evaluate progress towards the achievement of specific learning outcomes.

Chapter 134

A related series of measures used to determine a complex attribute of an individual or group of individuals. Generally, the term connotes a broader implication than measurement, although the terms are often used interchangeably.

Chapter 7

It is seen as a dynamic, continuous and systematic process focused on the changes in the student's behavior, through which we verify the achievements acquired according to the proposed objectives, all of which refers to the characteristics, also called principles that from the current pedagogical theory are assigned to the assessment and that we see below together with the different legal provisions that regulate the assessment in Physical Education including the existing relationship with the curriculum for Primary Education.

Chapter 1

A variety of methods or tools that are used to measure and document student progress.

Chapter 4

The application of criteria to measure the quality of a performance.

Chapter 14

The process of gathering, analyzing, and interpreting evidence in order to better understand and improve a particular program, curriculum, or intervention.

Chapter 16

A range of methods or tools used for evaluating, measuring, and documenting the academic readiness, learning progress, or skill acquisition of students.

Chapter 13

A tool or method of obtaining information from tests or other sources about the achievement or abilities of individuals. Often used interchangeably with test.

Chapter 4

An ongoing process, protocol, and measurement that has the goal of gathering evidence on students’ learning, achievement, and performance.

Chapter 6

A cognitive schemata that vary within and between subject matters. As a formalized concept, it is related to the measurement or to the recording of the achievement-based, criterion-referenced, or norm-referenced.

Chapter 20

Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

Chapter 9

The process of determining the level of student dispositions, skills, and understandings.

Chapter 10

The processes of examining learners’ understanding of concepts and their performance in a variety of ways.

Chapter 10

The evaluation of student learning within a formal or information instructional environment. Assessment is an opportunity to understand the extent to which a person has learned the appropriate information and can appropriately reflect the learning as a competency-based approach that is normally aligned with the designated learning objective.

Chapter 205

An ongoing activity that intend to improve and inform the quality of instruction and student learning. Assessment should be designed to support learning rather than to select learners.

Chapter 201

The process of judging or evaluating a learner’s progress towards course objectives

Chapter 12

The evaluation of student work or librarian leadership.

Chapter 4

The act of determining the extent of compliance with requirements.

Chapter 13

An evaluated activity or task used by a program or unit to determine the extent to which specific learning proficiencies, outcomes, or standards have been mastered by candidates. Assessments usually include an instrument that details the task or activity and a scoring guide used to evaluate the task or activity.

Chapter 5

Judging the efficacy of a project.

Chapter 27

The process of gathering qualitative and quantitative data to validate that stated objectives are met, while providing feedback for areas of improvement.

Chapter 23

In a writing program context, assessment involves the systematic evaluation of the efficacy of a particular course, series of courses, or programmatic element/attribute.

Chapter 9

The creation of a constant, sustainable, intentional feedback loop. When a new program is created, specific outcomes are expected from the program. Identifiable/tangible items are then associated with the program, allowing the program stakeholders to assess whether they met the outcomes they wanted to. After assessing, improvements are made and the process repeats itself, allowing for better version of the program to occur.

Chapter 10

The process (the verb) or tool (the noun) used for collecting information to monitor progress and make educational decisions.

Chapter 13

It refers to the process of judging how much learning has taken place.

Chapter 5

A method used to measure the capabilities of a student at a given time or over a specific period of time.

Chapter 10

The systematic process of examining the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development to reach their full potential and realize their goals.

Chapter 6

A composite of the use of assessment for learning (formative assessment) and assessment of learning (summative assessment).

Chapter 14

This is a general term that refers to the wide variety of methods and tools educators use to determine and document student academic readiness, learning progress, skill development milestones, and educational gaps.

Chapter 1

The gathering, analysis, and use of data to demonstrate program effectiveness and individual student learning achievement as well as improve practice.

Chapter 9

Part of the teaching-learning process; the process by which the teacher collects evidence of student progress (or lack thereof) (Scaramucci, 2006 AU65: The in-text citation "Scaramucci, 2006" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Chapter 1

It is basically defined as the activities assigned to learners by teachers in order to diagnose learning proficiency, or achievement, which are directly influenced by their learning experiences ( Cheng, Rogers, & Wang, 2007 ).