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Assessments (Formative (DEFINITION: This type of assessment gauges how the…
Assessments
Formative
DEFINITION: This type of assessment gauges how the student is learning during a unit or lesson. It is a integral part of the feedback process between teacher and student.
PRO: Gives the teacher a good feel of where the learner is at and what needs to be focused on. Formative Assessments can quickly help a teacher decide how to scaffold a class or understand what building blocks they need to put in place to help individuals.
CON: Students might not take a formative assessment seriously and it might represent a false snapshot of comprehension.
Purpose: This is just a "check-in" on learning, not like an end of unit or week summative assessment. It allows the student to practice applying their knowledge out loud or in numerous other low-stress ways.
EXAMPLE: After going over the differences between factoring perimeter and area vocally, I asked for a thumbs up/thumbs down of understanding of each.
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Diagnostic
DEFINITION: This type of assessment looks to the past instead of the future to determine what the learner already knows or to root out a learning difficulty a student might have. #
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CON: Being categorized on a threshold could have a student labeled for their benefit or detriment. If they "barely" have a learning disorder or "almost" have a learning disorder can make the student feel overlooked or scrutenized more or less.
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Summative
DEFINITION: This type of assessment gauges the student's success in learning whatever outcomes the teacher has taught.
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CON: It can be stressful for students to think about an exam if they struggle with reading or comprehension in traditional methods.
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Performance Based
DEFINITION: This type of assessment is where a student can demonstrate what they are learning in real-time with the skills and knowledge they have acquired.
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EXAMPLE: For my basketball players: Show me how to officiate a basketball game. This demonstrates both the fact they know what legal moves are available and gives them introspection to what activities the referees are looking for during the game. (P.E.)
Purpose: To measure the ability to integrate knowledge, not just own it.
High Stakes
DEFINITION: The results from this type of traditional assessment can be used as an objective comparison tool for students, schools or teacher competency in teaching/learning an outcome.
PRO: This can allow to see data trends for students, populations and demographics over the course of a long period of time
CON: This type of assessment can lead to anxiety for some students or unfair advantages for those who deal with stress better. It also favors those who have good recall or deductive abilities.
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EXAMPLE: We do MAP testing at our school in order to participate in international data gathering. It also helps us to do goal setting with students in a positive manner.
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Authentic
DEFINITION: This type of assessment is designed to simultaneously develop students skills and competencies while also improving academics. # # # #
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Purpose: To be more applicable to more types of learners, utilize real life and higher order thinking skills.
EXAMPLE: For International Day my students had to collaborate in 4 small groups in certain specialities in order to make one comprehensive classroom poster about South Korea. Groups were broken up into- (Picture and caption team/ Infographic team/Fact checking team/Cultural sensitivity team)
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Portfolio
DEFINITION: This type of assessment combines the efforts, progress and achievements of the student over time with one or more pieces of work or multiple areas.
PRO: The product can be kept as an artifact of the students learning for years to come. Portfolios bring out a source of pride for students who value complex, interesting passion projects.
CON: Keeping up and planning a comprehensive portfolio can be troublesome for the unorganized. The scope of the project can also discourage a student who is not familiar with the non-traditional type of project like this.
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Self-assessment
DEFINITION: This type of assessment strengthens both cognition and recall by having a student reflect on their own work. It also builds a sense of autonomy that invokes pride and an adaptation response.
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CON: Some students whom lack the proper motivation might not put forth the effort to really try to grow from evaluating their own mistakes.
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EXAMPLE: Students did a bar graph with their MAP test scores and predicted goals. By evaluating their own work, the pressure isn't public and it gives them a chance to reflect.
Peer Assessment
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EXAMPLE: Students partner up and read the final draft before publishing of a paper. The students use a rubric and try to see mistakes their partner made and (usually) will want to return to their own writing to fix their mistakes. (Because of reflection while reading the peers work.)
REFERENCES: Cheng, J. (2014). Just a Label? Some Pros and Cons of Formal Diagnoses of Children. UCLA Mental Health. Retrieved December 12, 2017, from http://smhp.psych.ucla.edu/pdfdocs/diaglabel.pdf
Darling-Hammond, L. (2015, March 16). Retrieved December 11, 2017, from https://www.youtube.com/watch?v=HFimMJL3Wz0&feature=youtu.be . Nesa, Dr.. (2017, September 26). What Are the Advantages & Disadvantages of Formative Assessment? Synonym. Retrieved from https://classroom.synonym.com/advantages-disadvantages-formative-assessment-28407.htmlPortfolio Assessment. (2015, January 1). Retrieved December 12, 2017, from https://files.itslearning.com/help/en-us/content/courses/portfolio_assessment.htm Principals of Assessment. (2008, January 1). Retrieved December 11, 2017, from http://www.exeter.ac.uk/staff/development/academic/resources/assessment/principles/types/ P. (2017, January 1). Assessment. Retrieved December 12, 2017, from http://www.projectappleseed.org/assessmentRubenstein, G. (2008, March 18). The Challenge of Authentic Assessment. Retrieved December 12, 2017, from https://www.edutopia.org/testing-authentic-assessment-reform
Both of these assessments share the commonality of trying to help the students by giving feedback to the teacher.
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