Research Guides: Assessment (Internal Use Only): Key Terms & Concepts

Assessment vs. Evaluation

The Differences between Assessment and Evaluation
The terms assessment and evaluation are often used interchangeably in a multiplicity of measurement contexts: in different programs and disciplines and in their respective literature; and in practice. These terms do not represent identical processes.

-Assessment is a process-oriented, a cyclical activity involving the collection of information and appraisal data to measure or otherwise gauge progress toward an identified standard or other benchmark. Assessment, which precedes evaluation, can be formal and deploy standardized and normed tests, or can be informal and ongoing. Assessment uses the data and information gathered to provide feedback in order to identify and make needed changes and improvements.

-Evaluation is the product-oriented process of interpreting the information and data that were collected and analyzed during assessment; estimating the overall value or worth of a policy, project, program, or service; and/ or determining if established standards or benchmarks have been met. Evaluation involves the interpretation of the evidence gathered against some framework, and it involves making judgment calls and applying those decisions operationally and to planning. There are three types of evaluation:, diagnostic (locate or otherwise identify problems), formative (improve ongoing programs), and summative (review a completed program).
Assessment and Evaluation - What is the Difference
- Assessment is classroom research to provide useful feedback for the improvement of teaching and learning. Assessment is feedback from the student to the instructor about the student’s learning.
- Evaluation uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. Evaluation is feedback from the instructor to the student about the student’s learning.
You Say Ee-ther and I Say Eye-ther: Clarifying Assessment and Evaluation
- When assessing students, instructors gather, summarize, and interpret data to determine which strategies to implement in an effort to further enhance the learning experiences for the student. They assess students' readiness to learn, preferred learning styles, past experiences with content, and barriers to learning.
- When evaluating students, instructors gather, summarize, and interpret data to determine the student's mastery of content and the effectiveness of the teaching strategies. They evaluate students' understanding of new concepts, ability to perform psychomotor skills, and evolution of values.

Culture of Assessment

Building a Culture of Assessment: What I've Learned from Research, Trial, and (a lot of) Error
Building and Sustaining a Culture of Assessment: Best Practices for Change Leadership (Slideshare)
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https://www.slideshare.net/librarianmer/building-and-sustaining-a-culture-of-assessment-at-your-library
Culture of Assessment as a Catalyst for Organizational Culture Change in Libraries
Stay Calm and Cover Your Assessment: Creating a Culture of Assessment on a Shoestring
Using Assessment Tools to Develop a Workshop for Library Staff: Establishing a Culture of Assessment
ACRL Fostering Change: A Team-Based Guide

Outcomes-Based Assessment

"Rather than calculating inputs and outputs, outcomes-based assessment models focus on the end result of providing a resource or service." (Fleming-May & Mays, 2021, p. 92)

"An outcome is a specific benefit from a library program/service that can be quantitative or qualitative and is expressed as changes an individual perceived in themselves." (Project Outcome101, What is an outcome?, 00:04:05) For example, patrons learn something new ("knowledge") about using digital resources, gain "confidence" on using digital resources, change their behavior by applying new knowledge gained to their projects, and increase awareness of library resources and services (Project Outcome, Introduction to Project Outcome, 00:00:37).

General, Primary Goals

Supporting the campus mission
Affirming students' abilities
Identifying efficiencies
Connecting projects across departments
Celebrating successful efforts

Source: Parnell, A. (2021). You are a data person: Strategies for using analytics on campus. Stylus Publishing.

Three Types of Goals in Using Data

Needs: Gaps between current and desired programs, resources, or services
Process (Efficiency & Effectiveness): How programs, resources, policies, or services are delivered for the purpose of improving efficiency or effectiveness or the extent to which a practice is resulting in an optimal use of personnel or financial resources
Outcomes: The results of a program, resource, policy, or a service

Source: Parnell, A. (2021). You are a data person: Strategies for using analytics on campus. Stylus Publishing.

Components of the data identify framework

Curiosity and Inquiry: Ability to formulate and ask clear questions
Research and Analysis: Ability to select and use appropriate methodologies
Communication and Consultation: Ability to clearly discuss findings with multiple audiences
Campus Context: Knowledge of current issues and trends within the institution
Industry Context: Knowledge of current issues and trends in higher education
Strategy and Planning: Ability to select and execute a source of action

Source: Parnell, A. (2021). You are a data person: Strategies for using analytics on campus. Stylus Publishing.

Types of Data Available to Policymakers

Type of Analysis	Descriptive	Diagnostic	Real-Time	Predictive	Prescriptive
Action	Reporting	Analysis	Monitoring	Forecasting	Impact
Key Questions	What happened?	Why did it happen?	What is happening?	What will happen?	What should be done?

Source: Parnell, A. (2021). You are a data person: Strategies for using analytics on campus. Stylus Publishing