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Assessment Types Module 5-Unit 1- Activity 1 (Jinwei Wang & Martin…
Assessment Types
Module 5-Unit 1- Activity 1 (Jinwei Wang & Martin Oosthuizen)
Formative Assessment
Definition
Ongoing Assessment
It occurs at various intervals throughout the learning process. It may be formal or informal, including homework, quizzes, exit cards, journal prompts, and classroom discussions. It's suggested that formative assessments should rarely be graded.
Pre-Assessment
It's a type of formative assessment that occurs before a unit of study begins. Whether formal or informal, pre-assessments are never graded. They are purely diagnostic in nature.
Examples
https://www.youtube.com/watch?v=CEDhhNJPNnQ
Portfolios
Group projects
Progress reports
Class discussions
Entry and exit tickets
Short, regular quizzes
Virtual classroom tools like Socrative or Kahoot!
Application
Formative assessment is a flexible and informal way of assessing a pupil’s progress and their understanding of a certain subject matter.
Formative assessment helps students identify their strengths and weaknesses and target areas that need work. It also helps educators and governors recognize where students are struggling and address problems immediately. At a school level, SMT and school leaders use this information to identify areas of strength and weakness across the institution, and to develop strategies for improvement.
Further formative assessments indicate whether teaching plans need to be revised to reinforce or extend learning.
References
Source 1
Source 2
Source 3
Assessment of, as, and for learning
Assessment as learning
Definition: 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.
This assessment encourages students to take responsibility for their own learning.
It requires students to ask questions about their learning.
It involves teachers and students creating learning goals to encourage growth and development.
It provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
It encourages peer assessment, self-assessment and reflection.
Assessment of learning
It provides a transparent interpretation across all audiences.
The approach or approaches used will be informed by:
the processes for gathering the evidence,
and the feedback to be provided to students.
The evidence of student learning to be gathered,
It provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups.
This form of assessment is used to plan future learning goals and pathways for students.
Definition: Assessment of learning helps teachers to use evidence of student learning to assess achievement against outcomes and standards. As it is basically a form of ‘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 for learning
It reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark.
It involves formal and informal assessment activities as part of learning and to inform the planning of future learning.
It includes clear goals for the learning activity.
Definition: Assessment for learning uses evidence about students' knowledge, understanding and skills to inform teaching. It can be seen as a type of ‘formative assessment', and usually occurs throughout the teaching and learning process to clarify student learning and understanding.
It provides effective feedback that motivates the learner and can lead to improvement.
It reflects a belief that all students can improve.
It encourages self-assessment and peer assessment as part of the regular classroom routines.
It involves teachers, students and parents reflecting on evidence.
It is inclusive of all learners.
References: New South Wales Government Education Standards Authority;
https://www.educationstandards.nsw.edu.au
https://youtu.be/MVUmQiK6JK0
Diagnostic assessment
Definition
It refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.
Application
To set up a diagnostic assessment, use your assessments tool to create a Plan that guides students through a skill and automatically drops them down to pre-requisites when necessary.
Prodigy's Assessment Tool
https://www.youtube.com/watch?v=H-WEmsuvDsA
Examples
Mind maps
Flow charts
KWL charts
Short quizzes
Journal entries
Student interviews
Student reflections
Graphic organizers
Classroom discussions
References
Source 1
Source 2
Source 3
Performance assessment
Definition and types:
Performance assessment: This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems.
Portfolio: This assessment consists of a body of student work collected over an extended period, from a few weeks to a year or more.
Standards-based grading: Refers to the practice of giving students nuanced and detailed descriptions of their performance against specific criteria or standards.
Exhibition: A type of performance assessment that requires a public presentation, as in the sciences or performing arts.
Project-based learning: Students learn through an extended project, which may have a number of checkpoints or assessments along the way.
Performance task: A piece of work students are asked to do to show how well they apply their knowledge, skills, or abilities—from writing an essay to diagnosing and fixing a broken circuit.
Proficiency-based or competency-based learning: Refers to the practice of allowing students to progress in their learning as they master a set of standards or competencies.
Definition: A performance assessment can be framed as the opposite of the dreaded year-end, state-required multiple-choice tests used to report on schools’ progress. Many performance assessments are standardized and can (and do) produce valid and reliable results.
References:Education Week, Special Report;
https://www.edweek.org
https://youtu.be/yYcGO1Izs-U
Summative Assessment
Definition
Summative assessment aims to evaluate student learning and academic achievement at the end of a term, year or semester by comparing it against a universal standard or school benchmark. Summative assessments often have a high point value, take place under controlled conditions, and therefore have more visibility.
https://www.youtube.com/watch?v=SjnrI3ZO2tU
Application
Summative assessment, therefore, provides an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole.
Summative assessment contributes largely towards improving the British curriculum and overall curriculum planning.
Fit together with Formative Assessment
Examples
Recording a podcast
Writing a script for a short play
Cumulative work over an extended period, such as a final project or creative portfolio.
Tests
End-of-unit tests or Chapter Tests
End-of-term or Midterm exams
Standardized tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs, and A-Levels.
Demonstrations
Presentations
Performance tasks
References
Source 1
Source 2
Source 3
Formative vs. Summative vs. Diagnostic Assessment
https://www.youtube.com/watch?v=JI-YgK-l4Sg
