Just for information, I have given the difference between assessment and evaluation as

follows:
Assessment focuses on learning, teaching and outcomes. It provides information for
improving learning and teaching. Assessment is an interactive process between students and
faculty that informs faculty how well their students are learning what they are teaching. The
information is used by faculty to make changes in the learning environment, and is shared
with students to assist them in improving their learning and study habits. This information is
learner-centered, course based, frequently anonymous, and not graded.
Evaluation focuses on grades and may reflect classroom components other than course
content and mastery level. These could include discussion, cooperation, attendance, and
verbal ability.
The table below summarizes key differences between assessment and evaluation
Dimension of Difference
Assessment
Content: timing, primary
Formative: ongoing to
purpose
improve learning
Orientation:
focus
of Process-oriented:
how
measurement
learning is going
Findings: uses thereof
Diagnostic: identify areas for
improvement

Evaluation
Summative: final to gauge
quality
Product-oriented:
whats
been learned
Judgmental: arrive at an
overall grade/score

I picked up the following assessments of student learning from the book:

1. Community Service Initiative (CSI): It is one of the assessment criterions of a
student during his course of study. certain credits are given and assessment is done per
the following procedure
Oral presentations
Collaborative projects
Field work
Indidual and group assessment
Portfolio Assessment :- It is collection of information specific to area
2. X- Spaces - The collaborative learning space
- Consists of Flat panel displays, tablets / laptops and smart phones
- High definition Multimedia interface.
- With the help of above devices, learning and assessment is done then
and there continuously.
3. Morfo assessment based on 4Cs Critical thinking, creativity, Collaboration and
communication.

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6.
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2.
3.
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5.
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8.

Class room behavior

Students arrival to class
Leaving class with / without permission
Disruption, talking, playing the fool
Inattention
Preoccupied with devices
Interested in Classes
Asking for clarifications
Asking questions
Responding with suggestions
Showing signs of prior readiness, preparedness
Taking Notes
Having completed prior work assigned
Able to recall previous lessions covered
Written assessments: The ability to write well is important for academic success in
higher education. To check whether students are ready for academic writing in higher
education or not through :
1. Literature, report
2. Learning journals
9. TRS - Teacher Rating of Students
Study and thinking skills
Academic development skills
Creative and critical thinking skills
10. Assessment of learning through questionnaire
Interview Questions for students
1. How do you like youre learning to be delivered in the classrooms?
2. Do you depend on activities organized by lecturers in trying to learn in and
outside class?
3. To what extent can students be expected to do their own research to learn?
4. How do you learn face to face while in class attendance?
5. What approach do you adopt to learning using the facilities in the university?
6. What industry-related experience do you get at the university?
7. Do students understand the consequences of students course evaluation?
8. Generally, what is the satisfaction level of the students in terms of their
end-of-semester performance?
Interview Questions for Lecturers
1. Do you always follow course objectives closely when teaching your module?
2. Is there a drop in student academic achievement and performance?
3. What is the student classroom behavior like?
4. How would you organize classroom participation especially when student
numbers are large?
5. Is the standard of instruction suitable for all students?
6. How do you gauge the effectiveness of your teaching especially in large classes?
7. Mr. .., as you are teaching in both large and small classes, would you be able
to identify students level of response to oral questions?
8. How do you think students are rating instructions delivered in large classes.