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Module 5- Unit 1- Activity 1
Group 1 (Britton, Jason, and Chad)
…
Module 5- Unit 1- Activity 1
Group 1 (Britton, Jason, and Chad)
Different Types of Assessments
Assessment of Learning
Summative
Measure student progress as an assessment of learning and provide data for you, school leaders and district leaders.
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Norm-referenced
Tests designed to compare an individual to a group of their peers, usually based on national standards.
Examples:
-IQ tests
-Physical assessments
-Standardized college admission tests (e.g., SAT and GRE)
Criterion-referenced
Assessments that compare the score of an individual student to a learning standard and performance level, independent of other students around them.
Examples:
-End of unit or final tests
-Professional licensing exams
-High school exit exams
-Citizenship tests
Performance Assessment
Performance assessments measure how well students apply their knowledge, skills, and abilities to authentic problems. It requires students to produce something which is scored against specific criteria.
Examples:
-Open-ended or extended response exercises
-Extended performance tasks (drafting, reviewing, revising a poem)
-Portfolios
-Creative project such as a film
-Debate
-PBL
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Assessment for Learning
Formative Assessment
Formative Assessments are assessments used to measure student progress and knowledge as they are learning, which can then inform instruction by addressing students' strengths and weaknesses.
Examples:
Observations
Portfolios
Group projects
Progress reports
Class discussions
Entry and exit tickets
Short, regular quizzes
Virtual classroom tools like Socrative or Kahoot!
Think-Pair-Share
-Formative assessments should be short, easy to grade or non-graded.
-Consistent formative assessments are a low-stakes way to measure student progress while reducing test anxiety through exposure and practice.
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Diagnostic Assessment
Diagnostic Assessments are used at the beginning of a unit or lesson to measure students' prior knowledge before presenting new material in order to inform instruction.
Examples:
Mind maps
Flow charts
KWL charts
Short quizzes
Journal entries
Student interviews
Student reflections
Graphic organizers
Classroom discussions Brainstorming
Hand Signals 1-5
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-Diagnostic Assessments allow teachers to gauge student knowledge and create lessons that are level appropriate and engaging.
-Diagnostic assessments before learning can benchmark student progress when comparing the same assessment post-unit.
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Assessments for learning are assessments used to measure what students know throughout the learning process. Teachers then use this evidence about students' knowledge, understanding and skills to inform their teaching.
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Assessment as Learning
Self-assessment: Comparing an individual student's performance to exemplary examples and learning to self-critique for improvement.
- A student who can accurately self-assess and revise accordingly has achieved independence as a learner.
- Students learn to self-assess by: seeing examples of mastery, learning subject-specific vocabulary, and practicing peer-review.
Strategies to Develop Ability for Self-Assessment:
- Visual-thinking Strategies--Students describe, analyze, and judge what they see.
- Post-it Note Critiques--Short critiques written on Post-it notes and applied to various other students' work.
- Fishbowl Discussions--A form of Socratic discussion allowing students to reflect on, critique, and build on peers' discussions.
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Peer Assessment:
provides a structured learning process for students to critique and provide feedback to each other on their work.
- Equips students with skills to self-assess their own work.
- Empowers students to take responsibility for and manage their learning.
- Students learn to assess others and give feedback.
- Enhance learning through exchange of ideas.
- Engage with course material more deeply.
Getting Started:
- Break a larger assignment into smaller pieces to incorporate peer assessment.
- Design rubrics with clear guidelines for the viewer.
- Model appropriate, constructive criticism and feedback.
- Create small feedback groups where comments on assignments can be explained and discussed with the receiver.
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