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Types of Assessment - Coggle Diagram
Types of Assessment
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Diagnostic assessment
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Diagnostic assessment is used to gather information related to what students understand about a particular topic before instruction. In other words, it is a ground-truthing exercise intended to inform teachers of the level of comprehension, ability, skill, and/or knowledge the students have.
Diagnostic assessment is used so that teachers can be more informed about where students are and what/how they need to teach and to have a baseline to measure students against after instruction.
Assessment of learning
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Assessment of learning is a way to test or investigate what a student has learned. Assessments of learning are usually graded against a particular curriculum and/or rubric to assess whether or not a student has demonstrated the learning that the instruction/class activities sought to bring forth.
Assessment of learning is used to produce evidence of student learning against specific goals and standards.
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Assessment as learning
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Assessment as learning is a type of assessment where students are actively involved; the assessment itself is a learning experience.
Assessment as learning is used to build students' critical thinking, to help them become more aware of their own learning experiences, and to give students more agency over their own education. Since students are monitoring their own learning, they are taking responsibility for their own learning and becoming more reflective about their experiences. These are ways to develop both critical thinking and metacognition.
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Examples
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Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
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generally evaluative, rather than diagnostic
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Chapter, Section, or Unit tests
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Features
provides a shared language between students, teachers, and assessors about assessment
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PARCC (Partnership for Assessment of Readiness for College and Careers) used to be ISATs (Illinois Standards Achievement Test)
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Features
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refers to an assessment that ranks students on a “bell curve” to determine the highest and lowest performing students
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