M5U1A1: Different Types of Assessments (Grade Band: 2-6), - Coggle Diagram
M5U1A1: Different Types of Assessments (Grade Band: 2-6)
Formative assessments are tools used to help students identify their strengths and weaknesses and target areas that need work. They also help teachers recognize where students are struggling and address problems immediately (Carnegie Mellon University, n.d.).
Examples of Formative Assessments
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 summarize what students have learnt.
Silent classroom polls.
Ask students to create a visualization or doodle map of what they learnt.
(Promethean World, n.d.)
Start the year with a comprehensive diagnostic assessment.
Utilize small groups and scaffolding (created by using beginning-of-year data) to support students as you work through the curriculum/pacing guide.
Use skills quizzes to check for mastery of a particular tough or important concept during a unit.
At the end of a chapter or unit, give an adaptive formative sub-test diagnostic assessment.
Give the comprehensive diagnostic again at the end of the year, or grading period, to see the full range of retention and growth (Let's Go Learn, n.d.).
When to Use a Formative Assessment
Using at least one formative assessment daily enables you to evaluate and assess the quality of the learning that is taking place in your classroom and answer these driving questions: How is this student evolving as a learner? What can I do to assist this learner on his path to mastery? (Dodge, n.d.)
Carnegie Mellon University. (n.d.). What is the difference between formative and summative assessment?
Dodge, J. (n.d.). What are formative assessments and why should we use them?
Let's Go Learn. (n.d.). Formative assessments best practices.
Promethean World. (n.d.). Types of summative assessment and formative assessment.
An Assessment that 'summarizes' a students knowledge or experience after a unit or a milestone of instruction.
At the end of a unit have students create their own podcast where they explain the information as well as their experience learning it. What was interesting? What aspects gave them difficulty? As well as specific questions to have them show that they are familiar and clear on the knowledge learned.
At the end of a unit students can make a topical presentation that utilizes the skills or information learned throughout a term.
Create tangible, real-world applications provided with easy to follow questions/structure and a clear rubric. Allow students to demonstrate their knowledge and understanding using a fun and engaging activity that also allows them to show you how they relate to the knowledge they gained.
When to use a Summative Assessment
At the end of a learning unit or instructional milestone.
A diagnostic assessment is a tool written by students for teachers to understand better what students already know before the lesson/topic when submitted before starting a course (Top Hat, n.d.).
Informal diagnostic reading assessments include:
Phonological awareness surveys
Sight word lists including Fry and Dolch
Checklists and surveys for students and families to determine literacy behaviors
Student work samples including informal writing samples
Standardized diagnostic reading assessments include:
Curriculum-Based-Measurements such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) which assesses phonemic awareness, alphabetical principles and phonics, oral reading fluency, comprehension and vocabulary
Reading Inventories including the Developmental Reading Assessment 2 (DRA-2) and Qualitative Reading Inventory (QRI)
Gray Oral Reading Test (GORT)
Reading Fluency Progress Monitor (RFPM) by Read Naturally
Math Diagnostic Assessment
Benchmark Assessment Systems from Fountis and Pinnell
Informal Math diagnostic assessments include:
Fact fluency assessments
Checklists and surveys for students and families to determine math behaviors.
Pretests prior to starting a new math unit
Math diagnostic assessments provides teachers with a roadmap to devise math instruction.
Standardized Math diagnostic assessments include:
KeyMath-3 Diagnostic Assessment
Group Mathematics Assessment and Diagnostic Evaluation (GMADE)
When to use a Diagnostic Assessment:
-A diagnostic assessment is used at the start and end of a school year (Top Hat, n.d.).
A diagnostic assessment can also be used at the end of an academic semester or trimester.
-They are best used to gain information regarding current skills and establish what needs to be covered or learned.
Diagnostic tests give both high level and detailed feedback in a way which is modelled on and supportive of the conversational process. The tests are presented in a supportive and accessible way to engage and involve learners in the assessment and subsequent learning. On completion of the diagnostic tests, learners are provided with clear and accessible feedback on their performance. This recognizes their achievement and advises on next steps (City & Guilds, n.d.).
City & Guilds. (n.d.). Best practice initial and diagnostic assessment.
Study. (n.d.). Diagnostic assessment: Examples.
Top Hat. (n.d.). Diagnostic assessment.
An exam that communicates the level student achievement and is grade-based.
Standardized testing. A statewide administered exam that measures a students performance and ability to demonstrate understanding of grade-level objectives.
We can also call this criterion-referenced assessment.
Some examples of standardized tests in the United States are:
When to use a Performance Assessment
Use at the end of the year when students need to demonstrate understanding of the full course and are ready to move to the next level or grade.
Performance Assessments are a way to find out what students have learned and if they’re aligning to curriculum or grade-level standards (Kampen, 2020)
Assessment AS Learning
A learning assessment is used to both assess learning while also delivering instruction and built in learning opportunities. Students are continuing to practice and learn during the experience.
Ipsative Assessments: When students have the opportunity to take an assessment twice to improve their learning. An example of this would be creating a study guide or outline with students before the graded assessment.
Self-Assessment: When students evaluate their own work and are able to see where they have succeeded and where they are challenged. Self-assessment coupled with actionable feedback has been shown in John Hattie's research to have a large impact on student success.
Peer Assessment: When peers review their classmates work against a rubric or checklist. Often peer assessments act as another activity for students.
When to use Learning as Assessment
When students are developing a new skill or practicing new information. Just like any skill the emphasis should be on practice and goal setting with the ability to say "OK I did this well on my first attempt" and then they are provided another opportunity to improve in specific areas with increased awareness.
Assessments as Learning help the students to gain confidence and to realize that they are only truly competing with themselves. It can help raise confidence, increase awareness to educational weaknesses and strengths, as well as provide students the ability to improve in specific areas.
Assessment OF Learning
Informal Assessments Of Learning include class quizzes or exit tickets. Here's an example of an exit ticket:
Assessments of learning are a way to find out what students have learned and if they’re aligning to curriculum or grade-level standards. (Kampen, 2020)
When to use Assessment OF Learning
At the end of instruction to measure student comprehension and understanding
Kampen, M. (2020, June 23). The 6 Types of Assessment [+ How to Use Them]. Prodigy Education.