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Assessments, By Lichao Xie, https://www.youtube.com/watch?v=yYcGO1Izs-U,…

- - - - Examples of the type of Summative Assessment
        
        Portfolio - Students develop and maintain a portfolio, a collection of papers, objects and artefacts that collectively represent their level of education for a variety of learning purposes. Teachers may include students' thoughts and metacognitive examination of their learning in portfolios – individual students, not groups, frequently complete portfolios over time. Portfolios are especially beneficial for assessing how students' learning, attitudes, creativity and beliefs change with time. Portfolios' reflecting component may provide students with self-feedback.
        
        Formal Essays - Formal essays are a common question in summative assessments that allows students to demonstrate their knowledge level. Besides, it is a distinctive question type that teachers can use to determine learners’ understanding capability. It allows students to explain their thought processes and perspectives about a subject matter in descriptive prose.
        
        Group Projects - Another good way to evaluate an individual’s abilities is through small group tasks. You can implement tasks within small groups of students. By providing teamwork and struggle determination training, you will analyze your student’s ability in shared work. So, allocate a task and see how they can solve a particular problem.
        
        Presentation - Presentations involve tasking students to teach what they have learnt about a particular topic. They accomplish this through speaking, visual representations and interaction with listeners. It helps examine a student's ability to critically analyse content or a topic. It also helps to build students' confidence and prepare them for bigger stages.
        
        Oral Tests - Oral summative evaluations are the kind of tests used to get immediate and impulsive responses from the learners at the end of the program. The instructor can use a variety of organized and semi-organized interview approaches to score the student’s overall performance. These tests can be taken in class as oral participation on topics.
        
        Practical Assignments - Assignments and projects are an integral part of the examination that students need to complete within a deadline. Therefore, faculty provide particular assignments for respective subjects with clear and precise guidelines. For instance, during the submission day, students are required to demonstrate a thorough presentation of the assignment to the teacher. As a result, teachers get the chance to directly determine students' skills and abilities in real time. Moreover, it is one of the significant benefits of SA because teachers can identify students' strengths and provide them with valuable feedback.
        
        Classroom Chapter Test - It is a short exam that occurs at the end of the class on a specific chapter or topic. These methods are used to conclude the student’s understanding in a particular chapter or evaluate the student’s concept to prepare them well for the final term examinations at the end of the program. Some general models for taking such tests are quizzes, midterm assessments, practice tests, etc.
        
        Standardized Admission Tests - Institutes hold tests for students before admission to a course or program in higher educational institutes. Consequently, they get admission depending on their performance in the exam and pre-established cut-off marks.
        
        Final Examination - A final examination is one of the most common methods of classroom evaluation. The instructor organizes significant questions, and the students answer back to these questions in a given time. These examinations are conducted to see the final knowledge of the student on a concerned program. Due to these examinations, the instructor considers the student’s ability on particular course material. Also, assessments provide calculable results that will support you to grade your student and identify their success rate.
        
        Mid-term Examinations - As the name suggests, the mid-term examination takes place in the middle of the session, helping teachers assess how far students have progressed in the academic year. Additionally, it allows them to determine students’ understanding levels of key chapters or core concepts. As a result, it helps learners assess their progress, aiding them in preparing for final examinations.
  - - - Examples of the type of Performance Assessments
        
        Performances - Dramatic performances are one kind of collaborative activities that can be used as a performance-based assessment. Students can create, perform, and/or provide a critical response. Examples include dance, recital, dramatic enactment. There may be prose or poetry interpretation. This form of performance-based assessment can take time, so there must be a clear pacing guide. Students must be provided time to address the demands of the activity; resources must be readily available and meet all safety standards. Students should have opportunities to draft stage work and practice. Developing the criteria and the rubric and sharing these with students before evaluating a dramatic performance is critical.
        
        Projects - Projects are commonly used by teachers as performance-based activities. They can include everything from research papers to artistic representations of information learned. Projects may require students to apply their knowledge and skills while completing the assigned task. They can be aligned with the higher levels of creativity, analysis, and synthesis. Students might be asked to complete reports, diagrams, and maps. Teachers can also choose to have students work individually or in groups. Journals may be part of a performance-based assessment. Journals can be used to record student reflections. Teachers may require students to complete journal entries. Some teachers may use journals as a way to record participation.
        
        Portfolios - Student portfolios can include items that students have created and collected over a period. Art portfolios are for students who want to apply to art programs in college. Another example is when students create a portfolio of their written work that shows how they have progressed from the beginning to the end of class. The writing in a portfolio can be from any discipline or a combination of disciplines. Some teachers have students select those items they feel represents their best work to be included in a portfolio. The benefit of an activity like this is that it is something that grows over time and is therefore not just completed and forgotten. A portfolio can provide students with a lasting selection of artifacts that they can use later in their academic career. Reflections may be included in student portfolios in which students may make a note of their growth based on the materials in the portfolio.
        
        Exhibits and Fairs - Teachers can expand the idea of performance-based activities by creating exhibits or fairs for students to display their work. Examples include things like history fairs to art exhibitions. Students work on a product or item that will be exhibited publicly. Exhibitions show in-depth learning and may include feedback from viewers. In some cases, students might be required to explain or defend their work to those attending the exhibition. Some fairs like science fairs could include the possibility of prizes and awards.
        
        Presentations - One easy way to have students complete a performance-based activity is to have them do a presentation or report of some kind. This activity could be done by students, which takes time, or in collaborative groups. The basis for the presentation may be one of the following: Providing information, Teaching a skill, Reporting progress, Persuading others. Students may choose to add in visual aids or a PowerPoint presentation or Google Slides to help illustrate elements in their speech. Presentations work well across the curriculum as long as there is a clear set of expectations for students to work with from the beginning.
        
        Debate - A debate in the classroom is one form of performance-based learning that teaches students about varied viewpoints and opinions. Skills associated with debate include research, media and argument literacy, reading comprehension, evidence evaluation, public speaking, and civic skills. There are many different formats for debate. One is the fishbowl debate in which a handful of students form a half circle facing the other students and debate a topic. The rest of the classmates may pose questions to the panel. Another form is a mock trial where teams representing the prosecution and defense take on the roles of attorneys and witnesses. A judge, or judging panel, oversees the courtroom presentation. Middle school and high schools can use debates in the classroom, with increased levels of sophistication by grade level.
        
        Clear Expectations - Performance-based activities can be challenging for students to complete. They need to understand from the beginning exactly what is being asked of them and how they will be assessed. Examples and models may help, but it is more important to provide detailed criteria that will be used to assess the performance-based assessment. All criteria should be addressed in a scoring rubric. Observations are an important component and can be used to provide students with feedback to improve performance. Teachers and students can both use observations. There may be peer to peer student feedback. There could be a checklist or a tally to record student achievement. The goal of performance-based learning should be to enhance what the students have learned, not just have them recall facts. The following six types of activities provide good starting points for assessments in performance-based learning.
- - - - Quizzes are short specific content targeted assessments that are aimed at providing data about student learning and understanding. They can quickly provide an educator with information about whether students understood the class content to help inform their future lessons.
      - Exit Slipsare typically small pieces of paper where students are asked to respond to a question in order to exit the classroom. Exit slips are purposeful to a specific lesson and specific targeted goal.
      - KWL Charts . are a graphic organizer to glean students' prior knowledge; students write what they know about a topic (K), what they want to learn about a topic (W), and what they have learned about a topic (L).
      - S.O.S (Statement, Opinion, Support) formative assessments provide students a space to showcase their understanding of a topic by providing reasons to back up their claims; it can also be used at the start of a new topic to access prior knowledge.
      - Live multiple-choice poll No matter if you are discussing World War II or the different past tenses in French, a live multiple choice that asks students about your current lesson is the most basic and useful form of FA. These quick hitter questions can be more informative than simply asking students, “Is that clear for everyone?”. Using a tool that can both run this poll and visualize results means it can fit seamlessly into the lesson without taking an inordinate amount of time.
      - Pre-class open-ended question Asking students to recall what they learned last week or even yesterday can help gauge what important information has been retained and what may have been overlooked. This type of question will require students to recall and reflect on what they have learned and to construct an answer in their own words.
      - Quick Scales, Asking students to write down answers can potentially be time-consuming as they formulate ideas and consider how best to word their responses. Likewise, it can take some time for you to go through each answer and draw solid conclusions, identify patterns, and gather insights. Providing students with set responses in the form of scales questions can eliminate much of this additional time as they can respond almost immediately. Additionally, you can see swiftly and clearly from a graph of answers how the average responses look at whether there are notable outliers.
      - Short Answer word cloud If you are looking for some clear and concise responses then simply ask students to submit a one-word or short response to your question. This will require them to carefully consider before submitting their answers and this can help you quickly parse through answers in comparison to those containing full or multiple sentences. Word Clouds can be an easy way to gather these answers as they can provide a dynamic visual.
      - Emoji Survey
        Anyone who has been unfortunate enough to spend time in the hospital is probably familiar with the Wong-Baker pain scale. Travelers may have also seen something similar in airports and train stations when asked about security services or how happy they were with the available services. So why not introduce something similar to your classroom or lecture theater? These are simple and effective scales that can be customized to ask any question you like while respondents are presented with uncomplicated answers that take little to no time to submit.
      - Observing, one form of formative assessment is observing the students as they work on a specific project. The teacher roams around the classroom, occasionally offering guidance and encouragement as the students work. The observation works well when the teacher wishes to monitor how students work together in groups or individually. She takes notes on how students are performing and also whether or not modifications need to be made to the assignment.
        
        Worksheets, teachers may use worksheets as formative assessments. These can be classwork or given out as homework. This work will not be included in the student's official grade average but rather used as a means to gauge how well the student understands the material being covered. The teacher may find that the work is too easy for the students or that they are not comprehending the information well enough. Using this information, he can then make modifications as needed.
        
        Pop Quiz, often teachers use pop quizzes to gauge student comprehension. Again, these quizzes are not graded. One method of a formative assessment in quiz form is to use an overhead projector to run through questions regarding the lesson and have the class answer as a whole. This form of assessment works well when reviewing for a summative test. Teachers can also give individual quizzes to students or have groups of students complete a quiz.
        
        Journals One effective means of formative assessment is the journal. Students are required to periodically write their thoughts and feelings about how they are progressing in the class. They can also tell what they liked or didn't like about a particular assignment. This information gives the teacher a quick look at how effective a certain lesson plan was. If the majority of the class journals that they had a difficult time with a particular lesson, then the teacher knows he needs to make changes to that lesson.
      - https://www.youtube.com/watch?v=vjkTzEhmo7Y
      - Tom Driscoll. (2014, November 14). 5 Minute Guide to Kahoot. YouTube. https://www.youtube.com/watch?v=pAfnia7-rMk
    - - Happen at the beginning of a unit, lesson, quarter, or period of time.
        
        Goal of understanding student’s current position to inform effective instruction
        
        Identify strengths and areas of improvement for the student
        
        Low-stakes assessments (Usually do not count as a grade)
        
        Aspects of Diagnostic Assessments
        
        Diagnostic assessment examples will make the diagnostic assessment meaning clearer. The following are ways in which instructors from different fields use various types of diagnostic assessment tools:
        Introductory physics: A set of conceptual questions is used to assess understanding of physics fundamentals at the start of the course.
        Psychology: The instructor conducts a survey to understand students’ assumptions about concepts such as the nature of mind versus the nature of behavior.
        Course with group work: The instructor rolls out a self-assessment, where group members rate themselves on certain parameters. Specific examples of their previous group work are collected to understand each individual’s mindset.
        Creative or fine arts: The instructor collects portfolios to judge the artistic abilities of fine arts students.
        Other examples of diagnostics that can be used for assessing students: journals, quiz/test, Conference/Interview, posters, performance tasks, mind maps, gap-closing, student surveys, anticipation guides, grafiti walls, word splash parallel activity, kwl, formal assessment.
  - - - Examples, journals, feedback, student centered focus, short answers, KWL charts
    - - Assessments for learning – also described as assessments as learning – assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process. Adjust instruction accordingly and immediately. Identify at-risk students early. Assessment for learning: occurs when teachers use inferences about student progress to inform their teaching.This is a type of formative assessment.
      - Examples, Polls, students responses and dialouge on the topic, questions, quizz results, student engagement levels