Assessment versus Evaluation

Depending on the authority or dictionary consulted, assessment and evaluation may be treated as synonyms or as distinctly different concepts. As noted above, if a distinction exists, it probably involves what is being measured and why and how the measurements are made. In terms of what, it is often said that we assess students and we evaluate instruction. This distinction derives from the use of evaluation research methods to make judgments about the worth of educational activities. Moreover, it emphasizes an individual focus of assessment, i.e., using information to help identify a learner's needs and document his or her progress toward meeting goals.

In terms of why and how the measurements are made, the following table (Apple & Krumsieg, 1998) compares and contrasts assessment and evaluation on several important dimension, some of which were previously defined.

From: Apple, D.K. & Krumsieg. K. (1998). Process education teaching institute handbook. Pacific Crest

The bottom line? Given the different meaning ascribed to these terms by some educators, it is probably best that whenever you use these terms, you make your definitions clear.

«Assessment versus Grading

Based on the above discussion, grading could be considered a component of assessment, i.e., a formal, summative, final and product-oriented judgment of overall quality of worth of a student's performance or achievement in a particular educational activity, e.g., a course. Generally, grading also employs a comparative standard of measurement and sets up a competitive relationship between those receiving the grades. Most proponents of assessment, however, would argue that grading and assessment are two different things, or at least opposite pole on the evaluation spectrum. For them, assessment measures student growth and progress on an individual basis, emphasizing informal, formative, process-oriented reflective feedback and communication between student and teacher. Ultimately, which conception you supports probably depends more on your teaching philosophy than anything else.

24. Speak on the three reading speeds, their aims, number of words per minute read, and comprehension level for each. Explain how you will teach them. Our overall goal in teaching reading and writing is to enable students to use and enjoy reading and writing "to learn about and interpret the world and reflect upon themselves in relation to people and events around them... and to explain, analyze, argue about, and act upon the world" (Hudelson, 1994, p. 130). Au (1993) emphasizes the importance of constructing meaning through written language by making students' background experiences cen­tral to the literacy process, using culturally responsive instruction.

ESL reading is understood in terms of "matching the flexibility of the educated native speaker as he performs all reading-related tasks presented in his environment. These include reading and understanding newspapers and popular magazines, personal letters, business correspondence, offi­cial documents such as driving license application forms, stories, acad­emic textbooks, and scientific and technical reports." This means that the objective of an ESL reading course is to produce efficient ESL read­ers who, like educated native speakers, have a flexibility in performing all reading-related tasks in their environment. The key question is: What is the flexibility of educated English native speakers in reading?

Flexibility in reading includes flexibility in speed as well as com­prehension. Native speakers of English generally read at three different speeds, depending on their purpose, the difficulty of the material, and their background knowl­edge. A reader's average reading speed per minute depends on the age, education level and the fluency level of the individual. Fluency refers to the ability of an individual to read quickly and to accurately comprehend written materials. The reading comprehension process includes speedy reading, quick understanding and precise reproduction. According to Edward Fry, broadly speaking there are 3 reading speeds: average reading speed, study reading and skimming speed.

Study reading speed – poor reader – 80-125 words per minute 80 to 90 % comprehension. Good reader – 200-300 words per minute 80 to 90 % comprehension. Study reading speed- is used for reading material which deals with difficult arguments, ideas, notions. This kind of reading aims at almost total comprehension and retention of what has been read.

Average reading speed – 150-180 words per minute 70 % comprehension. Good reader – 250-500 words per minute 70 % comprehension. Average reading speed is the speedused foreveryday reading of newspapers, magazines, novels. The emphasis in this kind of reading is an following the writer’s line of thought.

Skimming speed – poor reader – cannot skim.Good reader – 800 words for minute 50 % comprehension. Skimming speed is the fastest reading speed which is the ideal speed. It is difficult to say because the reader’s objective determines the method, he is supposed to follow. A good reader is one who keeping his purpose of study in mind, can quickly attain the required speed.