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Group 1 Types of Assessment - Coggle Diagram
Group 1 Types of Assessment
Summative assessment - Ken Yan - Kindergarten
Evaluates student learning and academic at the end of a term, year or semester by comparing it against a universal standard or school benchmark
End-of-term or midterm exams
Can be used to figure out the strengths and weaknesses in the teaching plans and curriculum as a whole
Final project or creative portfolio
End-of-unit or chapter tests
Used to check the progress of students, get student feedback, and assist in future lesson planning
Standardized tests that are used for pupil admissions
Summative assessment data can be used to indicate gaps between student knowledge and learning targets
Diagnostic assessment
Prior knowledge on students and to plan future instruction
Pre-course test - not graded
Applications:
Build on strengths, Analyze what students have learned in the past, Clarify misconceptions, Adjust the curriculum to meet the needs of the students, Introduce new or unknown concepts
Classroom Examples:
Initial writing prompts, KWL charts, Running Records, Informal Reading Assessments
, Pre-tests, Surveys, Journals
Evidence of Effective Use
: Teachers are able to identify individual and class strengths and weaknesses, Teachers can identify and correct misconceptions, Teachers can explain how classroom instruction has been adapted to meet the needs of the
students
Formal Assessment
Strict procedures and rules
Standardized tests
SAT
TOFEL
IELTS
Formal assessments have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measures. These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age.
Informal assessment
Lack supporting data and used in classroom procedures
Pair share
Exit ticket
Informal assessments are those spontaneous forms of assessment that can easily be incorporated in the day-to-day classroom activities and that measure the students’ performance and progress. Informal assessments are content and performance driven.
Behavior assessment
Used in special education
Functional behavioral assessment
Behavioral assessment is a functional approach in that the methods of assessment depend on the objectives of assessment. The behavioral assessment paradigm includes several assumptions about the characteristics and causes of behavior problems.
Emotional assessment
More for emotional students -
often written as observations
Check lists
Student questionnaires
Rating scale assessment
Asking students to rate their understanding on a subject or topic by giving a scaled score
Professor evaluations
The rating scale is one of the oldest and most versatile of assessment techniques. Rating scales present users with an item and ask them to select from a number of choices. The rating scale is similar in some respects to a multiple choice test, but its options represent degrees of a particular characteristic. Rating scales are used by observers and also by individuals for self-reporting (see below Self-report tests). They permit convenient characterization of other people and their behaviour.
Screening assessment
Used when students are in danger of failing
Response to RTI (intervention)
Authentic assessment
Designed to take place in an authentic environment / setting
Speech to a large crowd
Project
report
video
interview
public speaking class
Performance assessment
Engela Potgieter
Drama Performance Ensemble Semester 1
Assess students ability to complete work in an academic related task
Have a student create an application in a programming class
Project: Students had to find a poem that they would dramatize in a group - see example below
They would be assessed on the following aspects
Memorization: Lines & Cues
Props/ Movement
Pronunciation
Articulation
Confidence
Group Cohesion
Scoring scales
1 – Not Achieved
2 – Partially achieved
3 – Achieved
4 – Above average Achievement
5 – Excellent Achievement
At the beginning of the semester students learned Drama skills that they would use to perform their ensemble poems
Movement
Voice projection
Tongue twisters
Props, costume and décor use
Group cohesion exercises
Improvisation exercises and games
Theatre styles and history
https://drive.google.com/file/d/1qdzdbXSU_HCZK6SDOszERpE0YLYWfaC4/view?usp=sharing
Six tips on how to conduct an effective performance appraisal
Be prepared.
Create a joint agenda.
Discuss challenges and successes.
Discuss ideas for development and action.
Agree actions that need to be taken.
Summarise the meeting and express support.
https://www.youtube.com/watch?v=yYcGO1Izs-U
What it is and why is it used?
Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list
Examples of the types you get.
Dramatic performances are one kind of collaborative activities that can be used as a performance-based assessment.
Students can create, perform, and/or provide a critical response. Examples include dance, recital, dramatic enactment. There may be prose or poetry interpretation
Resources
https://pals.sri.com/guide/features.html
Criteria / Reference assessment
The amount of content they have mastered
Tests created by teachers and used as simple classroom assessment
Norm reference assessment
Comparison of students against a similar demographics
SAT and GRE tests
Group/ Individual Assessment
You can ulter how you adinister the assessment if it is in a group or individual.
I.E.P.S require individual testing
Formative assessment-Jens Schubert-Kindergarten
Formative Assessments
Formative Assessment
https://www.youtube.com/watch?v=wpwZCqvt70U
Types of Formative Assessments used in Kindergarten
Games
Are easy, fun, and can be applied to almost any concept
Help monitor and modify teachers lesson plans
Games can be very informative because it provides a fun way to check for understanding such as when playing with flashcards
Observation/Monitoring
Teachers can monitor understanding of concepts by incorporating concepts that where taught earlier and making short conversation with students during different parts of the day such as breakfast, lunchtime, PE and other activities.
Monitoring/observing can occur during different activates throughout the day, such as playtime or group activities. If students are struggling, teachers can make notes and create new activities or 1-1 mentoring to help these students.
Kindergarten teachers tend to monitor/observe their students all the time when they are in the classroom and this actually helps to see how the students are performing and breaking down concepts.
Assessments can indicate if students are keeping up with the lesson or if concepts will be needed to be taught again
Help pinpoint students who are struggling and gives the teacher a chance to adjust for special needs students
Teachers can adjust their lesson plan based on assessment results
They Help teachers understand how students are learning
Intrim/benchmark assessment
Compares student understanding or performance against a set standard
A form of assessment that teachers use to evaluate where students are in their learning progress and whether they are on track to performing well on future assessments i.e exams.
Assessments are given at intervals throughout the year.
Used to identify areas where adjusted instruction is needed.
Benchmark assessments are formal and take longer. They carry more weight and need to be prepared for.
An example would be cycle tests (tests given every month for the duration of the school year) and mid-terms
Ipsative assessments
compared results with a second try
motivates students to set goals
helps students understand that learning is a process
Ipstavie assessment is a two step framework that teaches students to learn from their mistakes and to do better.
examples include: