Please enable JavaScript.
Coggle requires JavaScript to display documents.
Types of Assessments :checkered_flag: : - Coggle Diagram
Types of Assessments
:checkered_flag: :
Assessments of/as/for Learning
Assessments As Learning:
Self-assessment, peer assessment and reflection
Students are also assessors and they can know clearly what will be assessed and how.
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
https://www.harapnuik.org/?p=8475
Ipsative assessments:
A two stage assessment process in which the first assessment is given and the student has another chance to improve and learn from their previous assessment. one example would be a piece of writing and then editing that first piece of writing. this form of assessment allows students to compare their progress to their previous work.
Self assessments:
Students evaluate their own work and their level of understanding and learning. students give themselves feedback instead of giving feedback to others. Self-assessment allows students to reflect on their own work and determine how they can improve their own learning outcomes.
Peer assessments:
allows students to review their classmates work, allowing them to give and receive constructive feedback. Peer feedback also allows students to objectively asses their own work and determine areas for improvement. Peer assessments also allow students to observe their work from others point of view and look at their work in a new light.
Assessment of Learning: Ranking Students
Students are not involved in this part of the assessment process; an assessment such as a test or tests are graded and students ranked. This gives the teacher an idea of where each student is compared to their peers.
https://www.prodigygame.com/main-en/blog/types-of-assessment/
Portfolios-
A portfolio is a final demonstration of a students learning progress. Portfolios are meant to: Evaluate work, determining if the student has met grade level learning standards, reflect on progress, creating an archive of student work and achievement.
Final projects:
Allows students to delve deeper into a subject with greater depth. Students dedicate more time and effort into a final project than is usually allowed during a normal class. Final projects demonstrate student knowledge gained during the class. Usually done at the end of a unit or semester.
Assessment For Learning:
Ongoing and in the moment assessments of student's understanding of subject matter during the lesson. allows immediate recognition of gaps in student's knowledge and allows instructors to adapt lessons on the fly to students educational needs.
https://www.pearsonassessments.com/professional-assessments/blog-webinars/blog/2017/12/assessment-for-learning-vs--assessment-of-learning.html
https://www.highspeedtraining.co.uk/hub/how-to-use-assessment-for-learning-in-schools/A
Individual and small group questions:
Teacher monitors the classroom, asking individual students and small groups of students questions about the class content, this allows the teacher to directly gather feedback from students and allows educators to encourage students as well as clear up any confusion or misbeliefs.
Whole class questioning:
Teachers pose questions to the entire class as a way of determining students understanding of the class content. Teachers can ask individual students for answers or can pose the question to the entire class at once and gather student understanding by observing the majority of student's answers. if most of the students can give relevant and applicable answers the students have a good understanding of the content, but if multiple students give incorrect or of target answers the teacher can try to further elaborate and re-explain the content in a different way that the students may better absorb.
A video of Whole class
questioning:
Diagnostic Assessment
Beginning of semester worksheets:
Used at the beginning of a semester to assess student skills. Can be used as a base line for the entire semester and allows the teacher to revise lesson plans accordingly.
In the example below: A 10th grade English teacher in China can use worksheets at the start of a school year to assess if students have a grasp of basic parts of speech such as nouns.
EXAMPLE RESOURCE:
https://www.easyteacherworksheets.com/langarts/partsofspeech-nouns.html
Entry point assessment:
For G1 students or new students when they enter the school, they will be assessed the basic phonics and reading levels to decide which groups they should be placed and if they have problems with sounding out.
de48e05dffdb73636b577d1d5c58af4
KWL Chart/mind maps: it is used to know what prior knowledge regarding one topic that students have and it can be informative to the lesson planning and pacing.
Example:
tween-teaching-kwl-chart-teaching-quotes-teaching-regarding-kwl-chart-template-word-document
This link includes more various types of diagnostic assessments:
https://harper-academy.net/wp-content/uploads/2015/11/Diagnostic-Assessment-in-the-Classroom.pdf
Performance Assessment
Video Skit
Students can demonstrate learning through a non traditional method such as a video skit. For example, if students are studying a historical topic they could work in groups to write and film a skit acting out a historical scene. This assessment would allow numerous skills to be assessed: English writing skills, historical research and knowledge skills, and 21st century skills (video filming and editing).
Example:
https://www.youtube.com/watch?v=aAMRNskM93E
Video courtesy: Polly's Place (YouTube channel)
Summative and Formative
Summative
Student portfolio:
Students can create and work on a portfolio throughout the semester and school year. At the end of each semester and at the end of the school year, this portfolio can be shared with the community. Teachers can give a grade on this portfolio with special note given to student growth.
EXAMPLE:
https://app.seesaw.me/#/class/class.72df3974-566b-423b-991d-89292ebddac8/display/journal
(NOTE: Be sure to watch the video on the first page detailing how Seesaw helps students display their work)
Chapter Test:
Can be given at the end of a unit/module chapter to test student comprehension. This can be done numerous times throughout the school semester/year.
EXAMPLE:
https://help.bigideasmath.com/hc/en-us/article_attachments/203078588/HS_Chapter_Test.jpg
End of Project Portfolio:
always accompanied with rubrics/self-check list or peer checklist. But a physical or digital presentation of the project is necessary for assesors to view. The portfolio can be posters, digitalized presentations: PPT, blogs, videos, podcasts
etc.,
reports based on the projects.
Formative
Exit Ticket: check for understanding. This is a frequent formative assessment that can be physical and digital. It is used to check if learners meet the goals or core goals of the class that informs the planning and pacing of next class.
Quizzes: No mather which form of it, paper and pen, or digitalized, quizzes can be as short as one question to answer or longer and more. A simple exampe can be a spelling test or maths facts counting.