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Student Assessments (FORMATIVE: (DIAGNOSTIC:), SUMMATIVE: (HIGH-STAKES:),…
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Used to "see how things are going" (Ebert II, 2011). There are no grade values associated with these types of assessments. A teacher uses to steer the direction of their instruction
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A teacher utilizes information from the assessments to check for a student’s understanding and change instruction, if necessary.
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Since these types of assessments don’t have a grade value, students won’t feel pressure to perform- this would be advantageous for those students that don’t perform well under pressure to demonstrate their understanding of the subject.
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Since there is no point value, students might not be compelled to do their best and leading the teacher to obtain accurate results.
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Think-Pair-Share, informal observations (1st grade - General Subjects)
Are given to evaluate the outcome of what students have been taught. These assessments are done at the end (of, for example, a unit) and are graded.
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A teacher wants to know if what they have taught students has stuck with them. I like an example I read about Summative in contrast to Formative assessments on Edglossary.org from Paul Black (I have elaborated a little, using a child’s movie). In the movie Ratatouille- when the Chef Linguini and Little Chef Remy, taste the dish (that’s formative). When the food critic, Anton, tastes the dish (that’s summative).
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Cumulative exam, (1st grade - Mathematics)
What its name implies. There is a lot on the line with these types of assessments. Decisions about education, placement, staffing, pay, etc. are based on the results. For example, student testing could determine funding.
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Can be considered unfair. In a classroom with learners that require differentiated assistance to access equal education, a high-stakes assessment wouldn’t measure any growth or show potential.
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Readiness test, (1st Grade for 2nd Grade)
Considered a type of “Alternative" or Authentic Assessment. It is a collection of classroom-based performance
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You can see a student’s progress during the collection process and then at the end, use it as a tool to evaluate the end result of student learning.
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Workbooks with problem solving samples, (1st grade - Mathematics)
A type of authentic assessment that requires students to perform a task rather than selecting answers during a quiz, for example.
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Evaluates a student’s knowledge of a subject. It can also be applied to inform teacher of student progress on an interim basis, with project not large-in-scale.
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Have students carry a conversation on a particular subject, (1st grade - General Subjects)
Are designed to “look backwards rather than forwards” (Robinson, n.d.) They are implemented prior to instruction to identify student strengths and weaknesses.
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Teacher can identify issues prior to instruction, therefore saving time allowing for greater efficiency in lesson planning
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It may not provide "full picture." They student may have a greater understanding of a topic if the assessment is narrow.
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In contrast to standardized testing as an accountability measure, this type of assessment evaluates for student ability in term of “real-world” application.
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Short Investigation, (1st Grade Science)
Provides feedback on what students need to improve on and at the same times helps teachers with lesson planning
Can be used to show student progress towards mastery of the material and at the end basis for determining if the standard, etc. was mastered.
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"I Can" Weekly Self-Assessment, (1st Grade - Mathematics)
Student can periodically assess how they think they are progressing, with teacher feedback.
Student’s evaluate fellow peer’s work, and vice versa.
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Peer Evaluation form, (1st Grade- Social Studies)
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