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Types of Assessments - Coggle Diagram
Types of Assessments
Formative (Assessment for Learning)
Grzegorz (Gregory) Wojtas
Virtual Classroom
https://www.youtube.com/watch?v=CEDhhNJPNnQ
Physical Classroom
https://www.youtube.com/watch?v=2c2-kYxNyMc
Examples
Lists, charts and graphic organizers
Summaries and reflections
Visual representations of information
Collaborative activities
Understanding Formative Assessment
Used to improve students outcomes in the classroom
It's an ongoing planned process
Involves both students and teachers
Has to be modelled by the teacher first
Is not used for grading
Supports learning during the learning process
References
5 Great Formative Assessment Strategies that Never Miss. (2020, February 3). Wabisabi Learning.
https://wabisabilearning.com/blogs/assessment/5-great-formative-assessment-strategies
Brookhart, S. M. (2010). Formative Assessment Strategies for Every Classroom: An ASCD Action Tool. ASCD.
http://www.ascd.org/publications/books/111005/chapters/Section-1@-What-Is-Formative-Assessment%C2%A2.aspx
Dodge, J. (n.d.). What are Formative Assessments and Why Should We Use Them? Scholastic | Books for Kids | Parent & Teacher Resources.
https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessments-and-why-should-we-use-them/
Strategies
Analysis of student work - homework, tests, quizzes
Strategic questioning - higher order questions (why, how?)
Think - Pair - Share - teacher asks a question, students answer, then discuss their responses
Entry/Exit Tickets - students write a short summary of their understanding of the lesson
One-minute Paper - students in groups answer one question at the end of the lesson
Criterion-referenced Assessments Hu Jian
(
https://www.youtube.com/watch?v=BF8NsKr75Pw
)
References
Great Schools Partnership. (2014). Criterion-referenced test. Available at:
https://www.edglossary.org/criterion-referenced-test/#:~:text=Well%2Dknown%20examples%20of%20criterion,students%20throughout%20the%20United%20States
Kampen., M. (2020). The 6 types of assessment [How to use them]. Available at:
https://www.prodigygame.com/main-en/blog/types-of-assessment/
Education Standard Authority. (2010). Assessment for, as, and of learning. Available at:
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
Promethean，L. (2018). Types of summative assessment and formative assessment. Available at:
https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
O'Toole, S. (2017). Advantages & disadvantages of criterion-referenced tests. Available at:
https://www.theclassroom.com/difference-between-criterionreferenced-normreferenced-tests-8674246.html
Profile of Criterion-referenced Assessments
They compare the score of an individual student to a learning standard and performance level, independent of other students around them.
Criterion-referenced assessments are most often compared with norm-referenced assessments. While they’re both valuable types of assessments of learning, criterion-referenced assessments don’t measure students against their peers. Instead, each student is graded on their own strengths and weaknesses.
Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.
Typified as assessments of learning and caterorized into summative assessments
Pros and Cons of Criterion-referenced Assessments
Strengths
Conducive for the teacher to diagnose the dificiencies
Scores for an individul student are independent
Tests results can be quickly obtained to give student effective feedback
Criterion-referenced assessments can produce some local norms
Weaknesses
Creating valid and reliable tests is timeconsuming and costly
Results cannot be generailzied beyond specific courses or programs
Tests may be compromised if students can have access to test questions in advance
Criterion-referenced tests cannot measure the performance of large groups
Scenarios
In the classroom, this means measuring student performance against grade-level standards
End-of-unit assessment
Mid-term assessment
Final test or assessments
Outside of the classroom, criterion-referenced assessments appear in professional licensing exams, high school exit exams and citizenship tests, where the student must answer a certain percentage of questions correctly to pass.
Advanced Placement exams
National Assessment of Educational Progress
Professional company license tests
How to create criterion-referenced assessments?
Make a rubric
To be clear about the goal of the assessemnt
Mix it up without sticking to a fixed type of assessment
Assessment for learning
(Jerrell)
Ongoing and actionable assessment
This type of assessment allows you to gather data to adjust two things:
Lesson Plans
Behavior Management Strategies
Useful questions to ask when conducting "Assessment for Learning"
What do students still need to know?
What did students take away from this lesson?
Did students find this lesson too easy? Too difficult?
What did I most want students to learn from this lesson? Did I succeed?
Types of "Assessments for Learning"
Formative Assessments
Function:
This type of assessment is used to ensure that students have mastered the skills you are working on. Formative assessments help teachers track student progress in real time, which allows them to make adjustments to the instructional strategies used in the classroom.
Examples:
entry and Exit Tickets
Progress Reports
portfolios
Classroom Discussions
short, Regular Quizzes
Here's a great link/video about how to do formative assessments in a virtual classroom:
(
https://www.edutopia.org/video/5-way-conduct-formative-assessments-virtually
)
Diagnostic Assessment
Function:
This is a pre-assessment that helps teachers evaluate students' strengths, weaknesses, and knowledge before teaching.
In addition, the same assessment can be administered after the lesson to determine if students have met the learning objectives of the lesson/course.
Examples:
Mind Maps
Short Quizzes
Classroom Discussions
https://youtu.be/H-WEmsuvDsA
Summative Assessment
Zhi Chi
Sketch of summative assessments
Summative assessment aims to evaluate student learning and academic achievement at the end of a term, year or semester by comparing it against a universal standard or school benchmark.
Summative assessments often have a high point value
Summative assessments often take place under controlled conditions
Summative assessments usually have more visibility
Examples
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 such as SATs, GRE, GCSEs and A-Levels
Principles of making good summative assessments
Keep it real-world relevant where you can
Make questions clear and instructions easy to follow
Give a rubric so students know what’s expected of them
Create your final test after teaching the lesson
Try blind grading: don’t look at the name on the assignment before you mark it
References
Kampen., M. (2020). The 6 types of assessment [How to use them]. Available at:
https://www.prodigygame.com/main-en/blog/types-of-assessment/
Promethean，L. (2018). Types of summative assessment and formative assessment. Available at:
https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
https://www.youtube.com/watch?v=SjnrI3ZO2tU
Ipsative Assesment (As Learning)
(Sean Gillespie)
Ipsative assesment is determining a students progress based of their earlier work. (Diagnostic)
Assignments
Rubrics
Ask the student to identify what they consider to be their own area's of weakness in specific assignments and reflect
Evaluated against a static set of criteria
Evaluate how the student has progressed and make reccomendations on the next steps the student takes.
Rationale: This assessment type helps the learner focus on what the needs are instead of focusing on the shortcomings of the current performance.
Students receiving Ipsative feedback are more likely to act on feedback rather than highly critical feedback
Current work also evaluated
Correlates with effort to promote effortbased attributions of success and enhance motivation to learn
https://youtu.be/jzvwiCzRxbI
References: P.R.P.I.G.W.E.L.L.S. (2018). Making assessment promote effective learning practices: An example of ipsative assessment from the School of Psychology at UEL. Psychology Teaching Review, 24(2).
https://files.eric.ed.gov/fulltext/EJ1196484.pdf
Sheridan, B. (2020, September 8).
Sheridan, B. (2020, September 8). Ipsative assessment | iTeachU. Ipsative Assesment.
https://iteachu.uaf.edu/ipsative-assessment/#:%7E:text=Ipsative%20assessment%20is%20the%20practice,of%20criteria%20%E2%80%94%20often%20necessarily%20so
.
Norm-Referenced Assessments
(Heather)
Norm-Referenced assessments
compare students to one another (usually in the same grade) and rank students on a bell curve to determine the highest and lowest performing
Teachers can use data from past tests to make decisions about the classroom
Examples of norm-referenced assessments:
-IQ Tests
-SAT & GRE
-Standard achievement tests
-MAP Tests
-Physical assessment tests
-Any other standardized tests
Norm-referenced assessments describe a student's performance in comparison to the performance of other students, but doesn't give information about whether they are meeting certain standards
Advantages to using norm-referenced assessments
Can help teachers differentiate for students
May help identify students with special needs and get them the extra help they need
These tests are objective and can reduce bias
Disadvantages to using norm-referenced assessments
Assesses students on a narrow range of abilities, and doesn't test their creativity
Not differentiated - just a one-size-fits-all model of testing
Could lead to discrimination of low-income or minority groups
Assessment categories are related.
(Nick Shelhamer)
When do you assess?
Beginning
First data points in a Formative+ Summative combination
Data and grades can still be used to update teaching methods and plans for the next teaching cycle.
Middle
Mid-term grades
End
Summative, final grading
Reflection to improve teaching
Why do you assess?
I want to find out something.
Diagnostic,
pre-assessment
Teacher can find out students' current levels and make a plan.
Teacher can tell students their starting points and share the plan.
Formative, progress
Teacher can find out how the students are understanding, and can make adjustments.
I want to report something.
Diagnostic Assessment (Melody Jung)
Pre-tests- allows the teachers to know what the student knows, what skills they have, strengths and weaknesses before the lesson
Used to gain knowledge of what the student already knows and allows the teachers to plan ahead to fully engage the students based on the assessment.
Benchmark the student's progress
Assessment FOR learning
Examples include
Mind Maps
KWL charts
Journal Entries
Graphic Organizers
Short Quizzes
Student reflections
