Differentiate Assessment in Mathematics from Evaluation in Mathematics

Assessment and evaluation are critical components of academic success in Mathematics.

The intent of the assessment is multifaceted as it generates prime data to assess learning
outcomes, teaching effectiveness, and achievement of requisite educational outcomes. Although,
assessment without evaluation is inadequate, as data collection and reporting alone are not
reliable and valid enough, except the data quality is assessed and reviewed in parallel to the
results. To evaluate student work objectively, teachers use syllabuses, judgment criteria, marking
schemes, and other impartial tools.
Assessment monitors learning, improvement, and accountability. It focuses on increasing
the quality of a thing or individual; in education, it concentrates on enriching the quality of
someone's capability to improve learning. Assessment is formative rather than summative, a vice
versa for evaluation; its feedback is based on observation of performances and ways to enrich
one's performance in class and in the future. Assessment is diagnostic, process-oriented,
reflective, set by both parties- assessor and assessee- and absolute. On the other hand, evaluation
is about evaluators' quality judgment as it concerns concluding using judgment criteria and
shreds of evidence. Evaluation defines the extent to which it fulfills the evaluators' objectives.
Contrary to the assessment, the evaluation shows whether the students or evaluatee met or not
the evaluators' ideals and makes a distinction between better and worse as it focuses only on the
product. Its feedback only counts on the level of quantity as per the set standard. Evaluators and
evaluatee share a prescriptive relationship wherein the standards impose externally opposing
assessment's relationship between parties.
Assessment and evaluation are essential in Mathematics education because they
frequently define mathematics that is valued and worth knowing. Furthermore, effective
assessment and evaluation provide critical feedback about students' mathematical thinking,
prompting student and teacher actions to improve student learning.