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Assessments - Coggle Diagram
Assessments
Summative AssessmentsSummative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Typically, no more formal learning is taking place at this stage, other than incidental learning which might take place through the completion of projects and assignments.
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Example: Standardized tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
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Assessment For Learning
Reflections:
Student focuses on what they know and have learned, and what they have not picked up so well.
Assessment As Learning
Self-reported grades, especially when matched with teacher's assessment: students grade their own (and/or others') assignments, and thus learn more about how to identify learning expectations and required skills. This also helps the teacher see students' ability to assess themselves, which is a strong indicator of future success (implicit in the high potential self-reported grades has for learning, according to Hattie's research: https://visible-learning.org/glossary/#1_Student_Self-Reported_Grades).
Assessment of Learning
The most well-understood type of assessment, where the instructor simply assesses what the students have previously learned. Most EOGs and traditional examinations fit this description.
Diagnostic assessment:
Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.
A classic example for me of a diagnostic assessment for English language learners is the Oxford English placement test: http://www.oxfordenglishtesting.com/ These cost about $5 each and are a relatively quick way to help place English language learners in the right support area. However, I would recommend that no diagnostic be done alone. We also use writing prompts and spoken interviews to help place students with the right support structures for them.
Admissions Tests: I do WIDA admissions tests for my school to determine the English level of students entering the school, and we also use it to decide if a student is ready to move to the next phase. I assume this counts as a formative diagnostic test. (Will)
Unit Pre-Tests: Before every grammar unit, I like to make a quick assessment to see what students already know about the grammar concept. I've changed my approach to instruction based on their performance several times.
Formative Assessments:measures student progress but it can also assess your own progress as an instructor. For example, when implementing a new activity in class, you can, through observation and/or surveying the students, determine whether or not the activity should be used again (or modified). A primary focus of formative assessment is to identify areas that may need improvement
Example: Give and Go Walk Around; I have seen this at a PD. After delivering some content ss are given a piece of paper divided into say 9 squares. They are asked to recall a few learning aspects of the lesson and write in some of the empty spaces. Then ss get up and find a partner and exchange ideas for one more. This means they gradually recall and share the lesson content. They can discuss as they move around to refresh. After the page is full a class feedback can take place. (Will)
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Performance assessment:
Performance assessments are a useful tool for evaluating a student's understanding of a subject and if they're able to apply their knowledge in specific situations
A performance assessment involves applying and showing skills and knowledge through various performance tasks. The purpose of a performance assessment is to improve the student learning experience and evaluate the effectiveness of lesson plans
Examples of performance assessments:
Group projects enabling a number of students to work together on a complex problem.
Essays assessing students' understanding of a subject through a written description, analysis, explanation, or summary.
Experiments testing how well students understand scientific concepts and can carry out scientific processes.
Demonstrations giving students opportunities to show their mastery of subject-area content and procedures.
Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students' work, assembled over time
Critical Thinking Questions, which apply the concept of a previous lesson to an unfamiliar text.
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Ipsative Assessment - Sarah Bush
Ipsative Assessments focus on measuring students’ progress over time. It is accomplished by comparing their performance with their past performance to identify improvement and growth. They are competing with their past selves, rather than with a national average or their peers.
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