Different Types of Assessments
Formative Assessment (Sarah)
Summative Assessment (Sarah)
Diagnostic Assessment (Sarah)
Performance Assessment (Yoomi) 
Assessment of Learning (Wendy)
Assessment As Learning (Yoomi)
Assessment for Learning (Wendy)
A diagnostic assessment is when an assessment happens before the learning activity. The results from this assessment can help diagnose problem areas that may need to be focused on in the lesson.
An example of a diagnostic assessment is a quick journal prompt given as the students come into class. The students can finish the prompt and the teacher can quickly read over what the students have written and then adjust the lesson for the day as needed.
Formative assessments are used to understand students' knowledge throughout the learning process so that the teacher can adjust their lessons to better fit the students' needs.
An example of a formative assessment is a simple quiz or game, such as Kahoot!. This allows for a quick check in so that the teacher can see where the students' understanding is on the topic at hand.
A summative assessment is used to measure students' knowledge after the subject has been taught.
An example of a summative assessment is a project presentation. This presentation would use everything the student learned in that subject after it was taught to showcase their complete understanding of the subject material.
Types of assessment of learning:**
Diagnostic Assessment:
Formative Assessment
Summative Assessment
Norm-Referenced Assessment
Criterion-Referenced Assessments
Interim Assessment
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment’, it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability, and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.
is a teaching approach that generates feedback students can use to improve their performance. From a teacher’s perspective, this could be as simple as observing class discussions, asking questions and reviewing students’ work in progress. AfL is often immediate and informs changes you can make to your lesson straight away to make it more effective.
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some of the examples are:
A, B, C, D cards Give learners four cards: A, B, C, D. Ask questions with four answers and ask them to show you their answers.
Mini-whiteboards Ask learners to write their answers on mini-whiteboards or pieces of paper and show it to you (or their peers).
Thumbs up Check class understanding of what you are teaching by asking them to show their thumbs. Thumbs up = I understand; thumbs half way = I understand some; thumbs down = I don’t understand
Traffic lights Give learners red, yellow and green cards. At different points during the lesson, ask them to choose a card and put it on their desk to show how much they understand (red = don’t understand, yellow = partly understand, green = totally understand).
Examples:
- Quiz
- Discussion
- Reflection
- Show&Tell
- Portfolios
- Peer assessment rubric
-Self-assessment rubric
encourages students to take responsibility for their own learning
requires students to ask questions about their learning
involves teachers and students creating learning goals to encourage growth and development
provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning
encourages peer assessment, self-assessment and reflection.
measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something, such as a report, experiment, or performance, which is scored against specific criteria.
Performance assessments can engage and pique the interest of students.
Performance assessments can be accurate indicators of what students know and whether they can use their knowledge.
Performance assessments can increase instructor confidence by allowing them to evaluate lesson plan effectiveness.
Performance assessment tasks can identify how well an instructor is teaching and provide progress reports for student learning.
Examples:
- Project Based Learning
- Standard based grading
- Portfolio
- Performance
- Exhibition
Formative assessments are a measurement for learning.
Other examples can include:
hand signals
brain dumps
entry/exit tickets
flashcards
other examples of summative assessments include exams, final projects, and essays.