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ASSESSMENTS, References - Diagnostic Assessments (Lilian) Australian…

- - - - Video(https://youtu.be/-RXYTpgvB5I)
- - - - https://youtu.be/H-WEmsuvDsA
- - - - Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance (Cambridge Assessment, n.d.). AFL is sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process (Education Standards Authority, n.d.).
        
        https://www.youtube.com/watch?v=X0_SnxqZrUI
    - - It involves teachers using evidence about students' knowledge, understanding, and skills to inform their teaching.
      - Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark.
      - Involves formal and informal assessment activities as part of learning and to inform the planning of future learning
      - Includes clear goals for the learning activity.
      - Provides effective feedback that motivates the learner and can lead to improvement.
      - Reflects a belief that all students can improve.
      - Encourages self-assessment and peer assessment as part of the regular classroom routines.
      - Involves teachers, students and parents reflecting on evidence.
      - Is inclusive of all learners.
    - - Questioning enables a student, with the help of their teacher, to find out what level they are at.
      - The teacher provides feedback to each student about how to improve their learning.
      - Students understand what successful work looks like for each task they are doing.
      - Students become more independent in their learning, taking part in peer assessment and self-assessment.
      - Summative assessments (e.g. the student’s exam or portfolio submission) are also used formatively to help them improve.
    - - Improves learner outcomes.
      - Increases confidence.
      - Increases independence.
      - Changes the culture of the classroom.
    - - Formative Assessments
      - Diagnostic Assessments
  - - - The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning (Canadian Ministry of Education, 2010).
    - - Is used to plan future learning goals and pathways for students.
      - Provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups.
      - Provides a transparent interpretation across all audiences.
      - The information gathered is used by the teacher to summarize learning at a given point in time.
      - It is used to make judgements about the quality of student learning on the basis of established criteria, to assign a value to represent that quality, and to support the communication of information about achievement to students themselves, parents, teachers, and others.
    - - Summative assessments
      - Norm-referenced assessments
      - Criterion-referenced assessments
  - - - The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning; use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals. Assessment as learning requires students to have a clear understanding of the learning goals and the success criteria. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. (Adapted from Western and Northern Canadian Protocol for Collaboration in Education, 2006, p. 41.; cited by Canadian Ministry of Education, 2010)
        
        https://www.youtube.com/watch?v=u5If-qMZqW0&t=1s
    - - The information gathered is used by students to provide feedback to other students (peer assessment)
      - The information gathered is used to monitor their own progress towards achieving their learning goals (self-assessment)
      - The information gathered is used to make adjustments in their learning approaches, reflect on their learning, and set individual goals for learning.
    - - Ipsative assessments
      - Self-assessments
      - Peer assessments
- - - - Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period (The Glossary of Education Reform, 2013). Generally speaking, they are defined by 3 major criteria:
        
        What makes an assessment “summative” is not the design of the test, assignment, or self-evaluation, but the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught (The Glossary of Education Reform, 2013).
        
        Summative-assessment results are often recorded as scores or grades that are then factored into a student’s permanent academic record (The Glossary of Education Reform, 2013).
        
        Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic (The Glossary of Education Reform, 2013).
      - The goal: To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
  - - - These types of assessments can help us answer these questions
        
        Is there a need to develop further teaching methods or enrichment activities?
        
        What information is retained and mastered?
        
        What are the strenghts and weaknesses in the teaching plans and in curriculum as a whole?
        
        Are there any common gaps in student learning?
- - - - How can norm-referenced tests can be used?
        
        To evaluate basic skills, such as writing and reading.
        
        To determine whether or not a child is ready for preschool.
        
        To identify particular learning disabilities, including dyslexia and autism.
  - - - By looking at normed data, educators can see how well students are competing on the district, state or even at a national level.
- - - - Two stage testing process (such as first and second draft)
      - Portfolio of student work
      - Project based learning activities
- - - - https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment