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Cohort 7 - Module 5 'Assessments' by Pam, Hayley, Ryan and…

- - - - Why are Performance Assessments Used?
        According to the MCIEA website, performance assessments have 6 elements to them.
        
        Aligns to target 21st century skills. These skills are more relevant now than ever and should be at the center of every lesson or project.
        
        Open-ended and relevant to the real world. This element makes the project and assessment applicable to more than just academia.
        
        Requires application and transfer of learning. This skill is crucial for critical thinking and bringing all types of knowledge together to solve real world problems creatively.
        
        Is fair and culturally responsive. This element also connects to the real world and can inject social/cultural importance into the learning environment.
        
        Outlines clear criteria for success. This is critical: each performance assessment needs to have clear guides for students to do their best work within the correct parameters.
        
        Results in original products or solutions. This final element is crucial too, because the performance assessment measures the student's ability to apply their knowledge to a real world skill/problem, and like in the real world, the student must create their own original work and solutions to those issues. This is a trial run for integrity, perseverance, and work ethic.
        
        https://www.mciea.org/performance-assessment.html
- - - - Assessment for learning is a concept that is similar to 'formative assessments.' The purpose of assessment for learning is to make assessments PART of the learning process, rather than be separate from it.
        When a teacher takes advantage of assessment for learning, they are able to:
        Focus more on the learning process rather than grades
        Have "checkpoint"-type goals throughout a unit
        Have an opportunity to provide ongoing feedback throughout the learning process
        Give students a chance to continually improve
        Be more proactive with the student's learning process rather than reactive
    - - Exit slip questionnaires
        Journal writing
        Student-teacher conferences
  - - - Assessment as learning is when students are given the opportunity to assess themselves on the work they are completing. It is a form of student-led independent learning and focuses on a student's own intrinsic motivation to find pathways for new learning.
        Teachers who take advantage of assessment as learning can:
        Help students build intrinsic motivation for the learning process
        Allow students to follow their own personal goals and interest
        Involve students into their own work more than assigning/assessing it for them
        Help develop independent learners
    - - Peer review
        Self-assessment
        Student-led Socratic seminars
        Independent projects
  - - - Final exams
        Standardized testing (SAT, ACT, State-level tests)
        Unit tests
        Final projects
        Cumulative thesis/essays
    - - Assessment of learning is similar to the concept of 'summative assessment.' Assessment of learning is an assessment type where the cumulative knowledge gained by a student is assessed.
        Oftentimes assessment of learning is used to formulate grades or track student progression throughout multiple units/grades/levels of education, rather than simply be done to help them throughout the learning process.
        Teachers who take advantage of assessment of learning can:
        Assess the learning outcomes of a unit after it is finished
        Help determine future education goals for a student/class
        Update parents/the school on a student's progression
        Have a basis in which to compare and assess multiple students to the same standard.