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Types of Assessments, Under each type of assessment indicate What…

- - - - Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember.
        
        Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand.
        
        Dipsticks: Alternative formative assessments are meant to be quick and easy. They can come in the form of writing a letter explaining a key idea to a friend, drawing a sketch to visually represent new knowledge, or doing a think, pair, share exercise with a partner.
        
        Interview assessments: If you want to dig a little deeper into students’ understanding of content, try discussion-based assessment methods.
        
        Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool.
        
        Misconceptions and errors: Sometimes it’s helpful to see if students understand why something is incorrect or why a concept is hard.
        
        Self-assessment: Don’t forget to consult the experts—the kids. Often you can give your rubric to your students and have them spot their strengths and weaknesses.
        
        https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment
    - - 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
      - Silent classroom polls
      - Ask students to create a visualisation or doodle map of what they learnt
      - https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
  - - - 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
        
        https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
  - - - Stop assessing everything: By everything, I mean every single content standard. In order to make a “guaranteed and viable curriculum,” we need to make strategic decisions about what is “need to know” and what is “nice to know.”
      - Assigning performance tasks and performance items: This isn’t a new practice for assessment, but in these times of distance learning, it’s important that the assessments we design for students demand that they apply their knowledge to new and novel situations.
      - Moving from one big event to a series of smaller events: Performance tasks are a research-based practice to assess student learning.
      - Using conversations and oral defense: Anthony Poullard, an associate principal at Korea International School, said that “students must always be prepared to explain their thinking or learning with their teacher, and they know that a teacher may ask for an explanation of assessment answers one on one.”
      - Leveraging technology tools: Many students do not have access to technology, so these strategies may not apply.
      - Teaching academic honesty and trust students: We need to acknowledge there is no foolproof way to ensure academic honesty, and that is OK.
      - Using professional judgement: Ultimately, teachers need to use their professional judgement when summatively assessing students and determining scores.
      - https://www.edutopia.org/article/summative-assessment-distance-learning
- - - - Usually grade based
      - Examples:
        
        -Exams
        
        Portfolios
        
        Projects
        
        Standardized tests
      - Common types of assessments OF learning
        
        Summative assessments
        
        Criterion-referenced assessments
        
        Criterion referenced assessment (CRA) is the process of evaluating (and grading) the learning of students against a set of pre-specified qualities or criteria, without reference to the achievement of others (Brown, 1998; Harvey, 2004). The pre-specified qualities or criteria are what students have to do during assessment in order to demonstrate that they have achieved the learning outcomes. How well they do this is described at different levels - these are standards (or performance descriptors) often presented in a rubric. Thus, CRA is assessment that has standards which are 'referenced' to criteria
        
        Norm-referenced assessments
        
        Norm-referenced assessment refers to an assessment that ranks students on a “bell curve” to determine the highest and lowest performing students. This method is used to understand how students’ scores compare to a predefined population with similar experience. For instance, a student’s assessment score could be compared to scores of students who took the same course in previous years.
      - Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
    - - [https://www.youtube.com/watch?v=_wvRJyTExVU(https://www.youtube.com/watch?v=_wvRJyTExVU)
        
        Questions considered in Assessments For Learning
        
        What do students still need to know?
        
        What did students take away from the lesson?
        
        Did students find this lesson too easy? Too difficult?
        
        Did my teaching strategies reach students effectively?
        
        What are students most commonly misunderstanding?
        
        What did I most want students to learn from this lesson? Did I succeed?
      - Formative assessments are considered Assessments FOR Learning
      - Forward Looking
      - Teach Students
      - Help build confidence in students
      - Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
    - - Actively involve students
      - Examples
        
        ipsative assessments
        
        https://www.youtube.com/watch?v=jzvwiCzRxbI
        
        Peer Assessments
        
        Self-Assessments
      - Teaches
        
        Critical Thinking
        
        Problem Solving
        
        Setting Realistic Goals
      - Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.