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Types of assessments - Coggle Diagram

- - - - End-of-Year/End-of Unit exam: This can replicate the type of questions that students may later encounter in state/national exams.
      - Standardized tests
      - Final projectc
      - Final essays
      - Final presentations
  - - - Observations
        
        Portfolios
        
        Think-Pair-Share text
        
        Questioning
        
        The most direct form of assessing a student's progress, asking the student a series of questions gives a teacher a quick gauge of where the student is at along the learning journey.
        
        By first posing a question to the whole class, student are then given a few minutes to work with their "elbow partner" (person to their direct left or right in the class) to solve or answer the question. After time is called, students take turns presenting their findings/answers to the whole class explanations.
        
        Portfolios are a collection of a student's academic work along the learning journey. This document serves to assess if curriculum standards are being met. Usually a rubric is attached with the selected work to verify how an activity was assessed.
        
        By directly taking notice of a student's interactions, participation, performance, etc., a teacher can observe how the student is developing socially academically, and emotionally.
  - - - Projects: The size of the projects will be much smaller in scope. This allows the student to take the wheel and synthesize what he/she has learned by putting into practice what has been taught
      - Research paper: this is a helpful way to allow the learner to synthesize what he/she has learned by dialoguing with various article and book writers. The student cannot be passive in this type of assessment, and must seek out authors knowledgeable in a particular field, and allows the authors to incorporate their understanding into the paper.
      - Presentations: students must first master the knowledge and then be able to speak fluently about the topic being considered. In this way, the students are encouraged to familiarize themselves with the topic to the extent that they can dialogue with all angles of the topic: both its proponents and detractors. This differs greatly from a summative assessment in that choices are not given on a simple exam but instead put the learner in an authentic assessment.
      - Reference: Using Performance Assessments to Support Student Learning. (n.d.). Learning Policy Institute. Retrieved May 28, 2021, from https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-report
- - - - Although performance-based assessments vary, the majority of them share key characteristics.
        First and foremost, the assessment accurately measures one or more specific course standards. Additionally, it is:
        
        Complex
        
        Authentic
        
        Process/product-oriented
        
        Open-ended
        
        Time-bound
        
        Normally, students are presented with an open-ended question that may
        produce several different correct answers (Chun, 2010; McTighe, 2015).
        In the higher-level tasks, there is a sense of urgency for the product to
        be developed or the process to be determined, as in most real-world situations.
    - - Creating Letters in groups based on the Phonic sound given
        Allow students to form groups for 4 and listen to phonic sounds. When they hear the phonic sound, the must talk to one another and form the letter they hear.
      - -Acting out small repetitive scenes practicing sight words they have learned. Using the same scene as above, if children have learned the sight word "want" and "give" they can have a scene were the buyer comes into a restaurant and wants dinner. They would have to repeat the lingo, " hello, I want blah blah blah' and the seller would say " No problem i can give you blah blah blah"
      - Acting out simple math equations using props, tools or themselves
        
        Children can be act out simple word problems in real life, for example, children can sell fruit and have someone order 4 apples and 3 bananas. The seller would then have to say how many fruits in total the buyer wants.
    - - https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
        
        https://www.queensu.ca/teachingandlearning/modules/assessments/10_s2_03_diagnostic_example.html
      - https://www.gettingsmart.com/2013/12/performance-assessment/
  - - - Psychology, Course with group work, Introductory Physics, Course with sensitive/controversial topics, Cooperative learning
  - - - Feedback to the students that provides advice on how to improve or move forward, and avoids making comparisons with other students
        
        • Students understanding the goals of their work and having a grasp of what is good quality work
        
        • Students being involved in self- assessment so that they take part in identifying what they need to do to improve or move forward
        
        • Students engaged in expressing and communicating their understandings and skills, initiated by teachers’ open and person-centred questions
        
        • Dialogue between teacher and students that encourages reflection on their learning
        
        • Teachers using information about ongoing learning to adjust teaching so that all students have opportunity to learn
    - - reference: Assessment of Student Development and Learning in IB PYP Schools. https://www.ibo.org/contentassets/cc0cf81a37814d94b46b9711a50a1a98/final-report-ib-pyp-assessment.pdf. (n.d.).
        
        https://serc.carleton.edu/introgeo/assessment/formative.html
    - - agree or disagree
      - Hand signal
      - Stop and Pause
      - observation
      - self-assessment
      - I used to think, Now I think.
      - KWL Chart
      - Kahoot
  - - - Relates to achievement of broad goals expressed in general terms rather than the goals of particular learning activities
        
        • Results reported at certain times, not as an everyday part of learning
        
        • Uses evidence obtained when students are involved in special tasks or tests as part of, or in addition to, regular work
        
        • May be based on teachers’ judgements, tests or a combination of these
        
        • Involves judging the achievement of all students against the same criteria or mark scheme
        
        • Requires some measures to assure reliability
        
        • Typically provides limited, if any, opportunities for student self- assessment
  - - - Assessment embodies a holistic design, incorporating both a backward and forward-looking approach in which feedback is integral to learning and teaching.
      - Schools build a schoolwide assessment culture which focuses on developing assessment capable students and teachers.
      - Teachers monitor, document, measure and report on learning using an integrated, ongoing process.
      - Assessment of any kind should ultimately improve learning
        
        Assessment methods should enable progress in all important learning goals to be facilitated and reported
        
        Assessment procedures should include explicit processes to ensure that information is valid and is reliable as necessary for its purpose
        
        Assessment should promote public understanding of learning goals relevant to students’ current and future lives
        
        Assessment of learning outcomes should be treated as approximations, subject to unavoidable errors
        
        Assessment should be part of a process of teaching that enables students to understandtheaimsoftheirlearningandhowthequalityoftheirachievementwill be judged
        
        Assessment methods should promote the active engagement of students in their learning and its assessment
        
        Assessment should enable and motivate students to show what they can do
        
        Assessment should combine information of different kinds, including students’ self- assessments, to inform decisions about students’ learning and achievements
        
        Assessment methods should meet standards that reflect a broad consensus on quality at all levels from classroom practice to national policy
- - - - Examples of Summative Assessments:
        
        Tests
        
        Projects
        
        Quizzes
        
        Academic papers
      - While summative assessments tend to be viewed as largely teacher-centric, as they are designed and overseen by the teachers, summative assessments in fact are more than capable of being student-centered.
        Among other things, summative assessments can measure student understanding of subject matter in a student-centered way by asking the student to individually or as part of a group design a project, write an essay, or answer an open-ended test that gives them the freedom to express their understanding in their own way.
  - - - Examples:
        
        Self-reflections
        
        Some types of homeworks
        
        Exit tickets
        
        Classroom polls/surveys
        
        Student mind-maps of what they learned
        
        Comparative assessments
  - - - journal entries
      - mind maps
      - flow charts
      - classroom discussions
      - student interviews
      - student reflections
      - graphic organizers
  - - - game-based learning
      - short and long-constructed response
      - videos/drawings/recordings
      - interviews
      - presentations
      - portfolios
      - exhibits and fairs
      - debates
      - project-based learning
  - - - Why: It helps students become life long learners by helping them reflect on their own learning and make adjustments along the way.
      - Examples: Self and peer assessments.
      - What: It's an assessment that helps students develop metacognitive skills as they engage in peer and self-assessment to make sense of the information.
    - - Why: Mainly used to see what students are capable of doing.
      - Example: Benchmark assessments: Students are assessed a certain number of times per year for universal screening.
      - What: It's usually referred to as a summative assessment. It provides information about student achievement but has little effect on learning.
    - - Why: Mainly used to see what teachers can do in response to student achievement.
      - Example: Frequent progress monitoring: Student academic performance is frequently assessed to determine if current instruction is successful or adjustments need to be made. Monitoring can happen informally and daily, or it can be formal and less frequent between summatives.
      - What: It's usually referred to as a formative assessment. It's an ongoing assessment that allows teachers to monitor students and modify their teaching based on students' needs.