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M5U1A1 - Lewis, Seul, Alyssa and Preston, Under each type of assessment…

- - - - Examples of Diagnostic Assessments
        
        Diagnostic Reading and Spelling exams
        
        First Week Writing Sample Pieces
        
        Oral assessments
        
        Pre-Unit quiz
        
        English Skills Test
        
        Online Diagnostic Tests https://youtu.be/RcORJKFuAhU
      - Components of a Diagnostic Assessment
        
        Happen at the beginning of a unit, lesson, quarter, or period of time.
        
        The 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)
      - Benefits of Diagnostic Assessments These assessments also provide a baseline for understanding how much learning has taken place after the learning activity is completed. Instructors usually build concepts sequentially throughout a course. A diagnostic pre-assessment provides an opportunity to determine if students remember the concepts they need. If some students don't remember important concepts, then a refresher will make the current activity more meaningful and improve learning outcomes for students.
        
        Indicate students' prior knowledge.
        
        Assess the learning that has occurred during a teaching/learning session.
        
        Can help instructors adjust content and activities to encourage more effective learning.
        
        May make the teaching/learning process more efficient and effective by zeroing in on content that needs to be taught and mastered.
        
        Can help students understand the value of a lesson, module, or entire course.
        
        Can point out to students the gaps in student’s reasoning and misperceptions about subject matter.
        
        May motivate students to seek accurate information and practice.
        
        Demonstrate to students that their instructors care about them as people and about their success as learners.
- - - - Presentation could be done by students or in collaborative groups.
    - - Student portfolios can include items that students have created and collected over a period. A portfolio of their written work that shows how they have progressed from the beginning to the end of class.
    - - Projects may require students to apply their knowledge and skills while completing the assigned task. They can be aligned with the higher level of creativity, analysis, and synthesis. In the project, students might be asked to complete reports, diagrams, and maps. Teachers can also choose to have students work individually or in groups.
    - - Journals may be part of a performance-based assessment. Journals can be used to record student reflections. Teachers may require students to complete journal entries. Some teachers may use journals as a way to record participation.
  - - - Choosing the Activity
        
        Defining the Criteria
        
        Creating Performance Rubric
        
        Assessing the Performance
        
        There are several different ways to record the results of performance-based assessments.
        
        Rating Scale Approach. When teachers use this, they indicate to what degree the standards were met. Usually, teachers will use a numerical scale. For instance, one teacher may rate each criterion on a scale of one to five with one meaning "skill barely present" and five meaning "skill extremely well executed."
        
        Narrative/Anecdotal Approach. When teachers use this, they will write narrative reports of what was done during each of the performances. From these reports, teachers can determine how well their students met their standards.
        
        Checklist Approach. When you use this, you only have to indicate whether or not certain elements are present in the performances.
        
        A rubric is a rating system by which teachers can determine at what level of proficiency a student is able to perform a task or display knowledge of a concept. With rubrics, you can define the different levels of proficiency for each criterion.
        
        Which elements of the project determine the success of the students' performance? We need to develop our own criteria.
        
        Identify the overall performance or task to be assessed, and perform it yourself or imagine yourself performing it.
        
        List the important aspects of the performance or product.
        
        Try to limit the number of performance criteria, so they can all be observed during a pupil's performance.
        
        If possible, have groups of teachers think through the important behaviors included in a task.
        
        Express the performance criteria in terms of observable pupil behaviors or product characteristics.
        
        Don't use ambiguous words that cloud the meaning of the performance criteria.
        
        Arrange the performance criteria in the order in which they are likely to be observed.
        
        We need to take into account before choosing the activity.
        
        time constraints
        
        availability of resources in the classroom
        
        how much data is necessary in order to make an informed decision about the quality of a student's performance.
      - What concept, skill, or knowledge are we trying to assess?
        
        What should our students know?
        
        At what level should our students be performing?
        
        What type of knowledge is being assessed: reasoning, memory, or process (Stiggins,1994)?
- - - - Benefits to using Formative Assessment
        
        This form of assessment is flexible and can be done in several ways and at different moments in class (beginning, end, after learning new skill, before moving on to the next topic)
        
        Can be done by conversation, writing, quizzes and self assessment etc.
        
        Efficient way of assessing students
        
        Designed to help improve student achievement by meeting student needs in a more efficient manner
        
        Simple, effective and quick for students to pick up
        
        Consistent analysis allows you to make changes and modifications to see what is working and what isn’t
        
        Formative assessment can be formal or informal. It can be spontaneous or planned. You can do them as individuals or as a group. It can be lead by teacher but it can also be lead by peers
    - - Allow for flexibility
      - Ideally you would like to allow yourself to be spontaneous with formative assessments
      - Collect as much information as possible
      - Give students detailed, actionable feedback
      - Provide clear instruction and communication when doing the assessments
      - Provide opportunities to close the gap between current and desired performance
      - Encourage strong communication between educator and students around learning
  - - - Assessments that are planned and practiced for
      - Formal assessment that is weighted heavily
      - Can be used in alignment with Formative assessments in order to support each other to better fit the students needs.
      - Formal data that can be recorder, stored and used at any time.
      - Could be a unit, course, content area or program
      - Typical form of assessment that has been used in the past by most educators
    - - Make clear parameters, instructions and expectations for your students. It is important that they fully grasp what is being asked of them when they are approaching a summative assessment
      - Assess notes and data. You will have data to help you modify or change things to better fit the needs of your students
      - Create clear questions that your students are able to understand
      - Create a clear concise rubric that is easily understood