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Types of Assessments, Wei, Tanja, Karla, Cohort 11 - Coggle Diagram

- - - - Formative assessment is more diagnostic than evaluative. It is used to monitor pupil learning style and ability, to provide ongoing feedback and allow educators to improve and adjust their teaching methods and for students to improve their learning.
    - - Formative assessment is a flexible and informal way of assessing a pupil’s progress and their understanding of a certain subject matter. It may be recorded in a variety of ways, or may not be recorded at all, except perhaps in lesson planning to address the next steps.ormative assessment helps students identify their strengths and weaknesses and target areas that need work. It also helps educators and governors recognise 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.
        As the learning journey progresses, further formative assessments indicate whether teaching plans need to be revised to reinforce or extend learning.
    - - Impromptu quizzes or anonymous voting
        
        Short comparative assessments to see how pupils are performing against their peers
        
        One-minute papers on a specific subject matter
        
        Lesson exit tickets to summarize what pupils have learnt
        
        Silent classroom polls
        
        Ask students to create a visualisation or doodle map of what they learnt
  - - - 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.
    - - End-of-term or midterm exams
      - Cumulative work over an extended period such as a final project or creative portfolio
      - End-of-unit or chapter tests
      - Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
    - - In the current education system, standard-driven instruction plays a significant role. 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. When summative assessment data indicates gaps across the board between student knowledge and learning targets, schools may turn to improved curriculum planning and new learning criteria to assess and improve their school attainment levels.
- - - - Happen at the beginning of a unit, lesson, quarter, or period of time.
        
        Goal of understanding student’s current position to inform effective instruction
        
        Identify strengths and areas of improvement for the student
        
        Low-stakes assessments (Usually do not count as a grade)
        
        source https://edulastic.com/blog/diagnostic-assessment/
    - - Mind maps - like this Coggle
        
        Flow charts
        
        KWL charts (Know, Want to know, Learned) Tutorial
        
        Short quizzes - like Kahoot
        
        Journal entries
        
        Student interviews
        
        Student reflections - like recap
        
        Graphic organizers
        
        Classroom discussions
- - - - Edutopia. (2015, June 24). Performance-based assessment: Making math relevant [Video]. YouTube. https://youtu.be/KZomm-1BbYQ
      - Hilliard, P. (2015, December 7). Performance-based assessment: Reviewing the basics. Edutopia. Retrieved April 24, 2021, from https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
      - McTighe, J. (2015, April 11). What is a performance task? (part 1). Retrieved April 24, 2021, from https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b
      - Pearson North America. (2015, August 27). Using performance assessment to understand what students know--and can do [Video]. YouTube. https://youtu.be/VZKhc3_2k4Q
      - Teachings in Education. (2017, April 2). Performance based assessment & learning [Video]. YouTube. https://youtu.be/yYcGO1Izs-U
- - - - 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.
    - - is inclusive of all learners.
        
        involves teachers, students and parents reflecting on evidence
        
        encourages self-assessment and peer assessment as part of the regular classroom routines
        
        reflects a belief that all students can improve
        
        provides effective feedback that motivates the learner and can lead to improvement
        
        includes clear goals for the learning activity
        
        involves formal and informal assessment activities as part of learning and to inform the planning of future learning
        
        reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
    - - Formal assessment provides an opportunity to collect evidence of student learning and may be used for grading and ranking purposes (assessment of learning) as well as informing feedback for students to improve their learning (assessment for learning).
      - Benchmark assessments are examples of assessments of learning, where students are assessed three times per year for universal screening (early identification).
  - - - Assessment of learning:
        
        is used to plan future learning goals and pathways for students
        
        provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
        
        provides a transparent interpretation across all audiences.
    - - Providing immediate feedback and direction to
        students
      - Frequent progress monitoring is an example of assessments for learning, where a student’s academic performance is regularly assessed between benchmarks to determine if the current instruction and intervention is positively impacting student achievement or if adjustments need to be implemented.
    - - Assessment FOR learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
  - - - :
        
        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.
    - - Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be.
    - - 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.