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Student Assessments (Formative ((Peer Assessment, Self-Assessment),…
Student Assessments
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All of the assessments on the summative assessment branch are "assessments of learning" because they occur at the end of a period of learning and are results-based.
The assessments on the formative branch and the authentic branch are "assessments for learning" because they are designed to be learning experiences in themselves while including feedback.Although authentic/ performance-based assessments could potentially be used as formative or summative assessments, they do involve a learning process for students.
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Formative assessment monitors student performance and progress during learning. It is usually low-stakes and ungraded. They can be used to see if students are making progress toward a learning goal, or to get immediate feedback.
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Summative assessments are used to measure student achievement at the end of instruction. They're usually scored and recorded. They can be used to determine if students grasped skills and concepts after a unit, semester, or school year.
- Teachers and students get immediate feedback
- Helps teachers learn what is effective/ ineffective
- Identifies struggling students early
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- May not be taken seriously
- Can require extra work for teachers
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- Grades can provide motivation
- Results can provide important data and insights to teachers
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- Can lead to anxiety in some students
- May not be an accurate measure of students actually know
- Since they happen at the end of instruction, teachers have no chance to improve methods that didn't work
Diagnostic assessments evaluate strengths, weakness, and prior knowledge. They help teachers know how to differentiate their instruction for classes and individual students.
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- Allows teachers to figure out what needs to be retaught
- Gives teachers information about each students' levels
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- Takes time from instruction
- Could lead to biases toward or against certain students
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Performance-based assessment measures one or more specific course standards, and it is complex, authentic, process/ product-oriented, open-ended, and time-bound (Hilliard, 2015).
"Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. It focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product"
(Authentic Assessment Overview, 2001).
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- Uses higher- level thinking
- Allows students to show different strengths
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- Time consuming
- Difficult to grade fairly
Example:
Students do a presentation based on an interview they conduct with a member or the community
"A purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection" (itslearning.com).
A high stakes assessment is any test that is used to make important decisions about students, educators, or districts.
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- Can provide valuable data to shape curriculum
- Can help pinpoint weaknesses
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- Can result in negative consequences that put schools that are struggling at a further disadvantage
- Provide a limited picture of student understanding
Example:
AP English Exam, which can provide college credit to those who score highly
Example:
Students save a piece of their best writing in every style studied during high school. Before graduation, they present their portfolio with reflections on why they wrote and chose what they did.
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- Students practice self-assessment and self-reflection
- Encourages students to take pride in their accomplishments and recognize their strengths
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- Requires a lot of time and foresight to be successful
- Can be difficult/ time consuming to judge
Self-assessments require students to determine how well they're meeting learning objectives and standards. Ideally students will help determine what constitutes success. This allows students to become even more invested in their work.
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- Students have to think critically about their goals
- Students consider where they could improve and where they are strong
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- Only works if students are honest and critical of their work
- May require practice for realistic goal setting and accurate evaluation
Peer assessments require students to determine how well a classmate (or classmates) are meeting learning objectives and standards. It helps students learn to give constructive feedback. It also introduces students to other perspectives and lets them compare their own progress to that of their peers.
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- Allows students to practice communication skills
- Gives students more varied feedback
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- Requires honesty and tact for effectiveness
- Students may not take it seriously
Example
Students write a rough draft of a research paper then take turns assessing three other students papers with a rubric the class writes together. :
Example:
Students assess their success on a narrative writing assignment based on a rubric the class creates together.
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- Can make learning come alive
- Encourages students to think about how their learning can affect their life outside of school
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- Can be difficult to grade
- Requires more self-motivation
Example:
Students create a 3D scene that displays the setting of a classroom novel and include a short explanation of the textual evidence they used to create their scene.
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Ipsative Assessment measures student progress by evaluating current student performance based on previous achievement. It gives them feedback on how they have improved from one assignment to the next.
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- Can provide students with pride in their accomplishments
- Can be more encouraging to see progress than a letter grade
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- Lacks immediate feedback
- Can be disappointing if students progress slowly
Example:
Students write a paper based on rubric, get feedback and suggestions for improvement. After more instruction, they write another paper with the same general requirements and are assessed based on how much they improvedl
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(High Stakes Test Definition, 2014)
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(Portfolio Assessment, n.d.)
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