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Different Types of Assessments - Coggle Diagram

- - - - The purpose of formative assessment is to monitor student learning and provide ongoing feedback to staff and students. It is assessment for learning. If designed appropriately, it helps students identify their strengths and weaknesses, can enable students to improve their self-regulatory skills so that they manage their education in a less haphazard fashion than is commonly found. It also provides information to the faculty about the areas students are struggling with so that sufficient support can be put in place.
        
        Types of formative assesssments
        
        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 summarise what pupils have learnt. A simple but effective formative assessment is the exit ticket. Exit tickets are small pieces of paper or cards that students deposit as they leave the classroom. Students write down an accurate interpretation of the main idea behind the lesson taught that day. Next, they provide more detail about the topic.
        Admit tickets are done at the very beginning of the class. Students may respond to questions about homework, or on the lesson taught the day before.
        
        Creative Extension Projects. Students can create a large scope of projects to demonstrate comprehension
        
        Ask students to create a visualisation or doodle map of what they learnt
        
        Silent classroom polls. Polls let students give responses quickly and accurately. A silent poll is perfect for those "shy" students who have trouble speaking up. These are also a quick way to check understanding using mobile technology.
        
        Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.
        
        Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes
        
        Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.
        
        Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.
        
        Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.
        
        Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.
    - - Difference 1 The first big difference is when the assessment takes place in a student’s learning process. As the definition already gave away, formative assessment is an ongoing activity. The evaluation takes place during the learning process. Not just one time, but several times.A summative evaluation takes place at a complete other time. Not during the process, but after it. The evaluation takes place after a course or unit’s completion.
      - Difference 2 There’s also a big difference between the assessment strategies in getting the right information of the student’s learning. With formative assessments you try to figure out whether a student’s doing well or needs help by monitoring the learning process.When you use summative assessments, you assign grades. The grades tell you whether the student achieved the learning goal or not.
      - Difference 3 The purposes of both assessments lie miles apart. For formative assessment, the purpose is to improve student’s learning. In order to do this you need to be able to give meaningful feedback.For summative assessment, the purpose is to evaluate student’s achievements.
      - Difference 4 Formative assessment includes little content areas. Summative assessment includes complete chapters or content areas.
      - Difference 5 Formative assessment considers evaluation as a process. This way, the teacher can see a student grow and steer the student in an upwards direction.With summative assessment it’s harder for you to steer the student in the right direction. The evaluation is already done. That’s why summative assessments or evaluations are considered to be more of a “product”.
      - https://youtu.be/bTGnJnuVNt8
  - - - The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments often have high stakes and are treated by the students as the priority over formative assessments. However, feedback from summative assessments can be used formatively by both students and faculty to guide their efforts and activities in subsequent courses.
        
        Types of summative assessments
        
        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
        
        performance-based tasks
        
        learning logs
        
        conferences
        
        checklists
        
        WIDA, Fountas and Pinnel, Common Writing Assessment
        
        Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize” expected performance at the beginning of term, providing students with a trajectory and sense of completion.
        
        Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning.
        
        Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content.
        
        Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.
    - - How do formative and summative assessment fit together?The distinction between some types of summative assessment and formative assessment can be hard to identify. For example, schools may use benchmark testing to monitor the academic progress of pupils and determine whether they are on track to mastering the material that will be evaluated on end-of-course tests.
- - - - Also known as formative assessments, these types of assessments can be formal or informal and it occurs during the learning process as opposed to the end. They are frequent and interactive where students understand the learning goals and the expectations. Students also receive ongoing feedback and advice on how to make improvements to their skills and work.
        Similar to summative assessments, formative assessments also vary in form and implementation, which include but are not limited to diagnostic assessments, written tasks, graphic organizers, presentations, written comprehension or guided questions, verbal Q&A, etc. Educators often use these types of assessments as part of an ongoing evaluative or investigative process to identify areas of strength and development. It is also used as a tool to determine student groupings, instructional strategies and resources.
        Educators use formative assessments to identify the learning needs of students or groups, which allow teachers to differentiate their teaching strategies and learning opportunities to ensure higher success rates. The use of formative assessments may also positively impact the classroom culture by enhancing student motivation and building a more collaborative environment for learning (DLAP).
    - - Diagnostic assessment
      - Outlines
      - Graphic organizers
      - Written tasks
      - Presentations (individual, paired, group)
      - Comprehension or guided questions
      - Verbal Q&A
      - Do Now/Warm Up and Exit Tickets
      - Nonverbal feedback (e.g. thumbs up)
      - Class discussion, socratic seminars
      - Debates
      - Paired and group projects
  - - - Also known as a summative assessment, these assessments are often implemented at the end of a task or unit of work. It is designed to provide evidence of student achievement regarding their skills and knowledge. Assessment results are formally presented in statements and/or symbols and made available to students, parents and other educators. It also contributes to decisions that affect the student's future progression.
        These assessments can vary in form and implementation. More traditional formats might include quizzes, tests, written tasks (e.g. essays, reports, etc.), but they can also be in the form of presentations, or project-based and performative tasks.
        Educators must ensure that the assessment is credible and defensible, and to report student learning in an accurate and fair manner. In other words, teachers must "provide a clear rationale for the timing and particular assessment, provide clear descriptions of the intended learning outcomes, provide a range of mechanisms for assessing the same outcomes, transparent approaches to interpretation, and strategies for resource in an event of disagreement about the decisions" (DLAP).
    - - Exams
      - Portfolios
      - Final projects
      - Standardized Tests
      - Quizzes
      - Real-world relevant projects
      - Criterion-referenced assessments
      - Oral presentations
      - Norm-Referenced Assessments: compare an individual to a group of their peers usually based on national standards. May be adjusted for age, ethnicity or other demographics
        
        Standardized college admission exams
        
        IQ tests
        
        Physical assessments
        
        Norm-Reference Assessment Video
      - Criterion-Referenced Assessments: compare the score of an individual to a learning standard and performance level, independent of other students around them
        
        Outside classroom
        
        Professional licensing exams
        
        High school exit exams
        
        Citizenship tests
  - - - Ipsative Assessment: compares previous results with a second try, motivate students to set goals to improve skills
        
        Portfolios
        
        Two-stage testing process
        
        Project-based learning activities
      - Peer-to peer feedback
    - - Assessment as learning are focused on developing a student's ability to reflect on their own work through self and peer assessments before determining the next steps to take to improve their own learning processes. In doing, students become metacognitive, or aware of how they learn. Thus, enabling them to take more responsibility for their own learning and decision-making processes of their future.
        To monitor metacognition, teachers may provide a list of questions to guide students in their reflection processes. These questions may focus on, but are not limited to the following: purpose of learning (concepts and skills), initial knowledge of a concept/idea, processes and strategies that are helpful (or not) to the student, the student's understanding of concepts, areas and criteria for improvement, achievement or accomplishment of goals.
        The role of the teacher is to provide students with a safe and supportive environment where mistakes can be made and learned from. The teacher should model and teach the skills of self-assessment, guide students to set their own goals and monitor the progress, collaborate with students so they can develop clear criteria and good practices, and provide and create challenging opportunities and practices so students may develop the confidence and become competent in self-assessment and reflection (DLAP). In doing so, students learn to become autonomous learners.
      - Assessment as Learning Feedback
        GOAL: Encourage students to develop complex skills such as monitoring and self-regulation
        TEACHES: Critical thinking, problem-solving, objectively measuring progress, goal setting
        EFFECTIVE FEEDBACK: challenge ideas, introduce additional information, offer alternative interpretations, allow for self-reflection and revisiting of ideas and concepts
        TASK-ORIENTED: Focus on the task and the process as opposed to getting the "right" answer
        "It provides [students] with ideas for adjusting, rethinking and articulating their understanding, which will lead to another round of feedback and another extension of learning." (DLAP)
- - - - By using diagnostic assessments, teachers are given data regarding student learning to provide immediate and ongoing feedback to improve student learning.
      - The feedback given allows teachers to help students identify their misunderstandings and gives opportunity for self reflection and revision, allowing students to correct their errors.
      - This feedback is important for students to improve on their knowledge, skill set, and understanding. Building on these ideas also helps to motivate student learning.
  - - - Assignments that students write about a particular topic. The prompts are guided to either the questions to be answered in a unit, or the learning objective of a lesson. It can also be a threshold into understanding students' curiosity about the subject.
    - - These charts are graphic organizers that students can fill out to gather data on their prior knowledge, being understanding of the unit or learning objective of the day, and monitor student learning
    - - A running record gives data on students' reading accuracy, and analyzes readers errors and self-correction
    - - These assessments are used to gather how well a student processes the written word and how well they are able to comprehend the different literary aspects of the writing, or the main idea of informative texts.
    - - These tests mirror end of unit tests and help determine prior knowledge of the new unit or content. They're given at the start of the new unit and are not graded, but used to determine student knowledge
    - - Surveys allow educators to gather feedback and opinions from the learner. They allow teacher to tailor lessons and find content that will be both motivating and meaningful for the students
    - - Journals are an effective tool for reflection and allows students to express their thoughts and feelings with regards to their learning experiences.
- - - - “These methods, like all types of performance assessments, require that students actively develop their approaches to the task under defined conditions, knowing that their work will be evaluated according to agreed-upon standards. This requirement distinguishes performance assessment from other forms of testing."
        
        •" Open-ended or extended response exercises are questions or other prompts that require students to explore a topic orally or in writing. Students might be asked to describe their observations from a science experiment, or present arguments an historic character would make concerning a particular proposition. For example, what would Abraham Lincoln argue about the causes of the Civil War?"
        
        •" Extended tasks are assignments that require sustained attention in a single work area and are carried out over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem; conducting and explaining the results of a science experiment on photosynthesis; or even painting a car in auto shop."
        
        •" Portfolios are selected collections of a variety of performance-based work. A portfolio might include a student's "best pieces" and the student's evaluation of the strengths and weaknesses of several pieces. The portfolio may also contain some "works in progress" that illustrate the improvements the student has made over time.”
    - - Advantages
        
        Improves student expectations and understanding of the material.
        Gives students ownership in evaluating their work against the rubric.
        Performance assessment can point out areas for improving instruction
      - Disadvantages
        
        Performance assessment requires a greater expense of time
        High stakes accountability systems are affected by student performance
        Technical and equity issues can make assessments unfair to some students
      - References
        
        https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html#:~:text=Performance%20assessment%2C%20also%20known%20as,from%20a%20ready%2Dmade%20list.
        
        https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02
        
        :https://www.nextgenlearning.org/articles/performance-assessment-snopes-whats-true-and-whats-nonsense
        
        https://examples.yourdictionary.com/simple-rubric-examples-for-teachers.html
        
        https://www.thoughtco.com/ideas-for-performance-based-activities-7686
        
        https://www.niu.edu/citl/resources/guides/instructional-guide/rubrics-for-assessment.shtml
    - - Active learning. Research suggests that learning how and where information can be applied should be a central part of all curricular areas. Also, students exhibit greater interest and levels of learning when they are required to organize facts around major concepts and actively construct their own understanding of the concepts in a rich variety of contexts. Performance assessment requires students to structure and apply information, and thereby helps to engage students in this type of learning.
        
        Curriculum-based testing. Performance assessments should be based on the curriculum rather than constructed by someone unfamiliar with the particular state, district or school curriculum. This allows the curriculum to "drive" the test, rather than be encumbered by testing requirements that disrupt instruction, as is often the case. Research shows that most teachers shape their teaching in a variety of ways to meet the requirements of tests. Primarily because of this impact of testing on instruction, many practitioners favor test reform and the new performance assessments.
        
        Worthwhile tasks. Performance tasks should be "worth teaching to"; that is, the tasks need to present interesting possibilities for applying an array of curriculum-related knowledge and skills. The best performance tasks are inherently instructional, actively engaging students in
        worthwhile learning activities. Students may be encouraged
        by them to search out additional information or try different approaches, and in some situations, to work in teams.