Please enable JavaScript.
Coggle requires JavaScript to display documents.
M6U1A1 Student Assessments by Sean Song (Summative (Purpose: intended to…
M6U1A1 Student Assessments
by Sean Song
Summative
Purpose: intended to evaluate and assign a grade indicating performance and acquisition results.
For Learning or Of Learning?
this is an assessment of learning, as it is given as a summary test after the lessons, but can also be used as a formative assessment for learning.
Advantages: can provide clear measurement of learning outcomes and determine student achievement levels, measure progress towards achieving learning goals, and provide motivation for effort.
Disadvantages: not always the most accurate reflection of learning, could make both teachers and students too anxious or preoccupied with results (overlooking the process), and may not be used to provide timely assistance to students.
Example: midterm and final exams in U.S. history class, grade 8
Definition: tests that evaluate the outcome of student learning or skill acquisition at the end of a defined period of instruction.
Performance-Based
Disadvantages: most costly in that it is cost and labor intensive, requires special care in planning, and relies on subjective measurements that often require special training.
Example: students perform a play or create a documentary depicting a historical event or period.
Advantages: a student-centered design can promote student motivation and active learning, can be used to assess transfer of skills and integration of content, and promote student creativity.
Purpose: to evaluate not just knowledge acquisition or application of skills, but also the work habit or mind.
For Learning or Of Learning?
can be described as both for learning and of learning. Teachers have an opportunity to observe student performance and provide highly descriptive feedback and adjustments, while the results at the end of a project provides strong conditions for summative assessment since the teacher will have a fairly clear idea of the student’s acquisition of the skills/objectives targeted in the project.
Definition: tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product that applies knowledge in engaging tasks.
Portfolio
Example: a portfolio of writing projects or presentation collages to be evaluated as a whole, and presented to parents or the wider schoolwide/public audience.
Advantages: promotes student self-evaluation, critical thinking, and reflection, while sharing in the learning objectives and process ownership. Also, enables measurement of academic progress in multiple dimensions with flexibility and student input, while maximizing pride and engagement in their work.
Definition: a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects.
Disadvantages: the data can be bulky and difficult to manage, requiring a lot of effort to evaluate, while the inevitable subjective rating can limit reliability.
Purpose: The goal is to help students assemble portfolios that illustrate their talents, writing capabilities, and their stories of school achievement.
For Learning or Of Learning?
of learning, as a summative assessment that shows the work and learning outcomes of students throughout the course.
Authentic
Advantages: connects to real life skills and higher order skills and learning, while being engaging and transferring ownership of learning to students.
Disadvantages: evaluation can be highly subjective and often equivocal on what standards are being met.
Purpose: to measure student learning by performance or activities that demonstrates real world application skills and competencies.
For Learning or Of Learning?
both, as teachers can provide highly descriptive feedback during the process, as well as being able to qualitatively evalute the outcome or performance of the task.
Example: a history project that involves investigation and interview of a real-world event
Definition: A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
Self-Assessment
Definition: a process of formative assessment in which students reflect on and evaluate their own work or learning in accordance with certain standards and make revisions.
Purpose: To allow students to check and reflect on their progress towards set goals
For Learning or Of Learning?
although summative in nature it can be for learning in terms of identifying improvements to be made and used in order to encourage deep reflection and further learning.
Advantages: promotes student reflection and responsibility over their own learning, while deepening understanding
Disadvantages: lack of reliability due to the difficulty of being objective about oneself.
Example: a reflection paper at the end of semester on what they have learned from the class and what lesson they deem as most valuable in history.
Formative
Definition: a range of formal and informal methods used during the learning process in order to assess learning progress and make modifications. It typically involves qualitative feedback and/or assistance .
Purpose: to monitor and support learning while it is taking place in order to make necessary adjustments or assistance.
For Learning or Of Learning?
it is for learning because it is used to determine the direction of learning and identify gaps in the learning proces
Advantages: highly effective for learning as it allows educators to assess student understanding and identify misconceptions, adjust lessons and give immediate feedback which are beneficial to both teacher and student.
Disadvantages: could be time consuming and take away from lesson time, and impractical for large classes.
Example: oral questioning or exit quizzes, observation of group activity or presentation and feedback
Peer-Assessment
Example: students evaluate each other for the process and contribution in group collaboration projects.
Disadvantages: reliability as an assessment tool may be an issue as students can be partial, careless, emotional, or confused and otherwise inaccurate when evaluating others.
Advantages: promotes student responsibility and participation, as well as self-reflection, critical thinking, deeper understanding, and contribution to the class effort.
Purpose: to increase student responsibility and autonomy, while developing their critical thinking.
For Learning or Of Learning?
both for learning and of learning, as it provides an opportunity for reflection as well as a useful tool for summative assessment.
Definition: a system where students evaluate each other's performance or contribution according to predetermined criteria.
Diagnostic
Definition:a form of pre-assessment that allows a teacher to determine individual strengths, weaknesses, knowledge, and skills prior to instruction.
Purpose: primarily used to discover student readiness or difficulties in order to be used as data for curriculum planning,
For Learning or Of Learning?
it is an assessment for learning because it is used to plan lessons or curriculum.
Advantages: it is useful for making instruction effective, targeted, differentiated and appropriate. It can also create a baseline for topics and objectives.
Disadvantages: incorrectly diagnosed or applied, can lead to low expectations or prejudiced view, limiting learning.
Example: for grade 8 U.S.history class, a vocabulary/literacy test on key social studies concepts
High-Stakes
Definition: A high-stakes test is a test with important consequences for the test taker. Passing has important benefits, such as a high school diploma, while failing has important disadvantages such as not being able to move on to the next grade level.
Purpose: used to make important decisions about students, educators, school districts and policy, most commonly for the purpose of accountability.
For Learning or Of Learning?
Of learning, because its purpose is to gauge student progress and evaluate learning outcomes.
Advantages: It fosters long-term specific planning for students, tests results are usually publicly available and helps identify strong or weak institutions/students, and focuses on universally needed subjects and improves test taking ability.
Disadvantages: prioritizes certain subjects over others, killing creativity or innovation by over-standardization, disregards diverse learning profiles and needs, and usually does not test important higher-level skills and thinking.
Example: the various AP history tests, SAT II subject tests, etc.
References
Brummitt-Yale, Joelle. (n.d.). What is Diagnostic Assessment? - Definition & Examples. Retrieved from
http://study.com/academy/lesson/what-is-diagnostic-assessment-definition-examples.html
Nuhad Y Dumit. (August 2012). Diagnostic/Formative/Summative Assessment. Retrieved from
http://aub.edu.lb/ctl/Documents/CLO%20summer%202012/Diagnostic%20formative%20summative%20asst.pdf
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from
http://edglossary.org/hidden-curriculum
(n.d.). Self and peer assessment – advantages and disadvantages. Retrieved from
https://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf
Jenkins, Tom. (Nov 12, 2015). What are the advantages and disadvantages of diagnostic assessments? Retrieved from
https://www.teachingchannel.org/questions/what-are-the-advantages-and-disadvantages-of-diagn/?utm_source=newsletter20151114/
Julia Scherba de Valenzuela. (n.d.). Defining Portfolio Assessment. In Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill.
http://www.unm.edu/~devalenz/handouts/portfolio.html
Dyer, Kathie. (December 10, 2012). Classroom Techniques: Formative Assessment Idea Number Six. Retrieved from
https://www.nwea.org/blog/2012/classroom-techniques-formative-assessment-idea-number-six/
Mueller, J.F. (n.d.). Group Poster: Non-fiction Texts. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/examples/tatnall10/groupposter.pdf