Re: Evaluation, Assessment, and Rubrics

Original Message -------- Subject: Re: Evaluation, Assessment, and Rubrics Date: Wed, 15 Sep 2004 16:31:10 -0700 From: Richard Hake Reply-To: American Evaluation Association Discussion List To: EVALTALK@BAMA.UA.EDU

In her POD post of 14 Sep 2004 10:00:14-0700 titled "Evaluation, Assessment, and Rubrics," Leora Baron wrote:

I am looking for two items that my fellow POD'ers may be able to provide: First, a definition distinguishing between evaluation and assessment; and second, an online location that has a good description and illustration of rubrics.


(1) goes to the powerful but little used POD search engine ,

(2) types into the "Since" slot "2003" (without the quotes), and into the "Subject" slot,

(a) "assessment" (without the quotes), s(he) will obtain 90 hits,

(b) "evaluation" (without the quotes), s(he) will obtain 168 hits,

(c) "assessment vs evaluation" (without the quotes) s(he) will obtain 10 hits.

My own take on "assessment vs evaluation" can be found in Hake (2004). From the perspective of the physics education reform effort [Hake (2002a,b), I find it useful to make NO distinction between "assessment" and "evaluation," but to make a 4-quadrant discrimination cf., Stokes (2000) of types of assessment/evaluation on the basis formative vs summative on one axis and public vs private on an orthogonal axis.

The non distinction between "assessment" and "evaluation," is contrary to the preferences of: (a) Steve Ehrmann (2004), (b) most of those contributing to the POD thread "Assessment vs Evaluation," (c) Mark Davenport (2004), and (d) the "Glossary of Program Evaluation Terms" at Western Michigan University (Michael Scriven's new location).

II. RUBRICS If you mean by "rubric": "a technique, custom, form, or thing established or settled (as by authority)" (definition #4 in Webster's Third New International Dictionary Unabridged), then it all depends on what one is attempting to assess/evaluate.

IF it's student learning, and not *affective" impact as might be assessed by student evaluations of teaching (SET's)

(a) Peggy Maki's (2004) recent book might be useful, but I have not seen it. In a POD post of 22 Jul 2004 15:09:54-0400, Barbara Cambridge, Director of the Carnegie Academy Campus Program wrote: "Peggy Maki's new book on assessment is excellent. It is jointly published by Stylus and AAHE."

(b) You might consider pre/post testing using valid and consistently reliable tests developed by disciplinary experts in education research Hake (2004b,c). As indicated in Hake (2004b), this is becoming more and more popular in astronomy, economics, biology, chemistry, computer science, and engineering. In many cases it has been stimulated by the pre/post testing effort in physics education research, initiated by the landmark work of Halloun & Hestenes (1998a,b).

Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367

REFERENCES Davenport, M.A. 2004. "Re: Assessment vs Evaluation," ASSESS post of 13 Aug 2004 12:08:46-0400; online at .

Ehrmann, S. 2004. "Re: Evaluation, Assessment, and Rubrics." POD post of 14 Sep 2004 14:31:48-0700; online at .

Hake, R.R. 2002a. "Lessons from the physics education reform effort," Ecology and Society 5(2): 28; online at . Ecology and Society (formerly Conservation Ecology) is a free "peer-reviewed journal of integrative science and fundamental policy research" with about 11,000 subscribers in about 108 countries.

Hake, R.R. 2002b. "Assessment of Physics Teaching Methods, Proceedings of the UNESCO-ASPEN Workshop on Active Learning in Physics, Univ. of Peradeniya, Sri Lanka, 2-4 Dec. 2002; also online as ref. 29 at .

Hake, R.R. 2004a. "Re: Assessment vs Evaluation," online at . In this post I misinterpreted Mark Davenport's interpretation - he DOES distinguish between assessment and evaluation Davenport (2004).

Hake, R.R. 2004b. "Re: Measuring Content Knowledge," online at Post of 14 Mar 2004 16:29:47-0800 to ASSESS, Chemed-L, EvalTalk, Physhare, Phys-L, PhysLrnR, POD, and STLHE-L.

Hake, R.R. 2004c. "Re: Measuring Content Knowledge," online at . Post of 15 Mar 2004 14:29:59-0800 to ASSESS, EvalTalk, Phys-L, PhysLrnR, and POD.

Halloun, I. & D. Hestenes. 1985a. "The initial knowledge state of college physics students." Am. J. Phys. 53:1043-1055; online at . Contains the landmark "Mechanics Diagnostic" test, precursor to the much used "Force Concept Inventory" Hestenes et al. (1992).

Halloun, I. & D. Hestenes. 1985b. "Common sense concepts about motion." Am. J. Phys. 53:1056-1065; online at .

Halloun, I., R.R. Hake, E.P Mosca, D. Hestenes. 1995. Force Concept Inventory (Revised, 1995); online (password protected) at . (Available in English, Spanish, German, Malaysian, Chinese, Finnish, French, Turkish, and Swedish.)

Hestenes, D., M. Wells, & G. Swackhamer, 1992. "Force Concept Inventory." Phys. Teach. 30: 141-158; online (except for the test itself) at . For the 1995 versions see Halloun et al. (1995).

Maki, P. 2004. "Assessing for Learning: Building a Sustainable Commitment Across the Institution." Stylus. Maki is the former Director of Assessment of the AAHE.

Stokes, D. E. 1997. "Pasteur's quadrant: Basic science and technological innovation." Brookings Institution Press.

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Letzte Änderung: 15 Dec 2004 - 21:55



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