b2ap3_large_112329157_consulation_assessment_400 Type of Assessments,…
Type of Assessments
formative assessment is a process that "involves the
gathering and analysis of assessment-elicited evidence for the purpose of determining when and how to adjust instructional activities or learning tactics in orderto achieve learning goals"
It is a type of formative
assessment that occurs before a unit of study
begins. Whether formal or informal, reassessments are never graded. They are purely diagnostic in nature*
Example of Pre-Assessment
- Anticipation journals.
- Drawing related to topic or content.
- Game activities.
- Guess Box.
- Initiating activities.
On Going Assessment
Ongoing assessment occurs at various intervals throughout the
Differentiated Instruction. The purpose is to find put the degree to which students are with
the teacher in terms of meeting learning goals, so classroom content, process, and
products can be adjusted to better facilitate student growth.
Example of On Going Assessments
- A quiz, or short test given to students on a frequent basis.
- Draw a concept map in class to represent their understanding of a topic.
- submit one or two sentences identifying the main point of a lesson.
Formative Assessment examples:
- Impromptu quizzes or anonymous voting.
- Short comparative assessments to see how students are performing against their peers.
- One-minute papers on a specific subject matter
- Lesson exit tickets to summarize what students have learnt.
- Silent classroom polls.
- Ask students to create a visualisation or doodle map of what they learnt*
Summative Assessment focuses on the outcome of a program. The goal is to evaluate students learning at the end of an instructional unit by comparing it against a standard or benchmark. Typically at the end of a project, unit, course, semester, program, or school year.
Examples of Summative Assessments
(Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand. Emphasizes the product of student learning.)
- Written reports
- Standardized tests
- End-of-unit or -chapter tests
- Final projects or portfolios
- Achievement tests
Advantages of Summative Assessment :check:
- Gauge student understanding
- Use in academic records
- Help identify weak and strong areas in students
- Accelerate individuals who already masters the material
- Help students set goals
- For teachers : it can measure educator performance (how well they teach, present, deliver, etc)
are tests designed to compare an individual to a group of their peers, usually based on national standards and occasionally adjusted for age, ethnicity or other demographics.*
Types of norm-referenced assessments include:
- IQ tests
- Physical assessments
- Standardized college admissions tests like the SAT and GRE*
Norm-referenced assessments are most useful when measuring student achievement to determine:
- Language ability
- Grade readiness
- Physical development
- College admission decisions
- Need for additional learning support
Ipsative Assessments is a practice of assessing present performance against the prior performance of the person being assessed. Learners will work towards a personal best rather than always competing against their peers. Typically done at the beginning of the lesson, school.
Examples of Ipsative Assessment
Using previous finished work of the students
This includes previous year work or from the same year.
Report card has multiple semesters and years on it
Students can easily access all their marks online
Criterion-Referenced Assessments focuses on individual assessment based on descriptions of performance across a range of levels. While norm-referencing provides information about an individual compared to others, criterion-referencing provides information about standards by describing knowledge skills based on a given level of attainment.
Examples of norm-referenced assessments
- End of the unit test
- Pass or Fail term exam
[Why Is Assessment Important?](https://www.edutopia.org/assessment-guide-importance) Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessment inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?. https://youtu.be/JHZsz_j_z7A
Assessment as Learning:
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.
- Encourages students to take responsibility for their own learning
- Requires students to ask questions about their learning.
- Involves teachers and students creating learning goals to encourage growth and development.
- Provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
- Encourages peer assessment, self-assessment and reflection.*
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.
- 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 approach or approaches used will be informed by:
.The evidence of student learning to be gathered
- The processes for gathering the evidence.
- The feedback to be provided to students.*
Assessment for Learning It 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.
- 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.
- 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.
Evaluations of student learning progress used to determine whether the students are on
track to performing well on future assessments
- To explain how the student is progressing towards the demonstrating proficiency on grade level
- To see the standards
- Supplies information to adjust instructions
- Indicates if the curriculum is helping students achieve grade level standards
- Predicts future performance
- Common testing
- Common assessment
- Behavior tracking
Diagnostic Assessment Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner's current knowledge base or current views on a topic/issue to be studied in the course.* diagnostic evaluation means to diagnose or discover the students' difficulties while learning and assess the problem accurately. A diagnostic test is performed to disclose weaknesses and strengths to themselves.This evaluation is the best tool for teachers.
- Mind maps
- Flow charts
- KWL charts
- Short quizzes
- Journal entries
- Student interviews
- Student reflections
- Graphic organizers
- Classroom discussions*