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TYPES OF ASSESSMENT (AUTHENTIC :tm: (Authentic assessments can be ones…
TYPES OF ASSESSMENT
AUTHENTIC :tm:
Authentic assessments can also be when students assess how their learning is progressing. This can be done through feedback forms at the end of a lesson or via online surveys for quick feedback or at the end of a unit/semester. Making these assessments anonymous helps ensure the student can voice their opinion without feeling scrutiny. Teachers asking for surveys at the end of a course are one example.
Not all students will take the exercise seriously, so the teacher must expect snide comments, or absurd responses.
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Authentic assessments can be ones that authentically represent tasks from the professional world. These are shorter duration than the tasks seen in project-based assessments. These can be individual or group tasks. Scaling a recipe from one for a family to one for several hundred people is an example.
These tasks can take a lot of time if the task is not familiar to the culture your students hail from.
Authentic tasks allow students to relate to the real world and lessen the questioning of the need for the material being taught.
Authentic tasks engage student curiosity and often facilitate dialog between students and parents as the task may relate to a parent's job or experiences.
Care has to be taken to choose a task that is authentic but not intimidating so that student engagement is maintained.
Formative assessments are done to help develop the skills. They tell the teacher how to adjust his/her practice to maximize the benefit to the student. They assess for learning to cement the knowledge the student needs in order to assess the student's learning. They assess how the learning develops.
Processes can be used to help students gauge what they need to develop. :recycle: 
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Formative assessments can often be interpreted by parents as less meaningful than summative assessments.
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DIAGNOSTIC # :female-doctor::skin-tone-4: :ambulance:
Diagnostic assessments are used to determine the baseline level of a student; they determine where you are starting your work in supporting student learning. They assess where the learning begins/resumes. These can often be multiple choice or short answer. Online versions like the MAP can be adaptive where the question difficulty is adjusted based on student answers until an accurate grade level ability is established.
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They can provide useful information to guide teachers, parents and students.
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Holt made a series of diagnostics for American Math courses that I use to get an idea of what skills need development.
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SUMMATIVE # :checkered_flag:
These occur at the end of an instructional block and determine if the student has the necessary knowledge to move on to the next instructional block. The assess the "exit knowledge" prior to the next unit. They assess the learning itself and are not meant to indicate how the student got to the end. Rather they indicate whether the end knowledge is adequate to move on.
Written Tests and quizzes.
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HIGH-STAKES :red_flag:
High Stakes Assessments are traditional tests or exams at the end of a year or multi-year program whose results determine college placement, school funding, teacher promotion, or licensing. They are assessing the learning that has occurred. :fire: :explode:
National Exams across all subjects like the Chinese Gaokao, the Egyptian General Certificate of Education, and the College entrance exams of Japan and Korea.
Select Subject Exams like the British IGCSE or !AS Level exams and the International Baccalaureate exams.
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They are great for seeing how students act under pressure but bear little resemblance to tasks that one performs in the working world.
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PROJECT -BASED
Project-Based assessments are where the student works alone or with a group to create a relatively complex deliverable like a report, case-study, experiment, or analysis report within a certain extended timeframe. They can often be presented to a group of student peers or guests from the field relating to the work presented.
Require a lot of rubrics as students find the task complexity intimidating and look for guidance at the start..
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PORTFOLIO :file_folder:
Portfolios are digital or analog collections of the body of work created by a student across subjects or within a given subject. They present the arc of progression the student has experienced during his/her learning. Portfolios can include student selected tasks, certain required tasks, or a mixture. These can be used along with student-led conferences to increase student responsibility for learning.
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Teachers and students can be resistive to these at the beginning as they are afraid to relinquish control or accept responsibility for learning.
Schools must have the space for the large amount of work that can accumulate as well as policies for preventing misuse or loss of the work.
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Lessens the competitiveness between students as everyone is focused on their parents, not their peers.
PEER ASSESSMENT
Peer assessment is when the students assess classmates. This can be done in pairs or as a large group. This assesses the student as much as it assesses the learning or the development of learning. The structure for this needs to come from the teacher in order to guide it away from becoming unrealistically positive or negative.
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Self-Assessment is when the student assesses her/his performance either with the use of rubrics, student reflections, marking schemes. There is usually some framework or guidance from the teacher to help ensure consistency between students.
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There is a danger that strong students will become over-confident if they get high results every time as they might not feel there is room to improve.
Student Reflections are one example