Assessments
Assessments Of, As, and For Learning
FOR
AS
OF
Assessments OF learning are usually grade based assessments. These are useful to report information regarding the students progression to the parents.
Examples include and are not limited to:
Common types of assessment of learning include:
Summative assessments
Norm-referenced assessments
Criterion-referenced assessments
Exams, Final Portfolios, Projects, Standardized Tests
Reference
Assessments FOR learning should be ongoing and actionable in the classroom as you teach. This should give you a real idea of how a learner is progressing and understanding the material.
Key Questions to ask yourself when creating assessments:
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?
Examples
Formative Assessments
Diagnostic Assessments
Assessments AS learning involves students actively in the process of learning. These help to engage students.
Examples
Ipsative Assessments
Peer Reviews
Self- Assessments
One study found:
“Students develop an interest in mathematical tasks that they understand, see as relevant to their own concerns, and can manage. Recent studies of students’ emotional responses to mathematics suggest that both their positive and their negative responses diminish as tasks become familiar and increase when tasks are novel” Douglas B. McLeod
Performance Assessments
What is it?
Also known as Authentic Assessment - a form of testing that requires students to preform a task rather than answer a prompt from a ready made list of answers.
Measures how well students apply their knowledge, skills, and abilities to authentic problems
How Does it Work?
Open-ended or Extended Answer Questions
Extended Tasks
Portfolios
Questions or other prompts that require students to explore a topic orally or in writing
Assignments that require sustained attention in a single work area and are carried out over several hours or longer.
Ex: Drafting, reviewing, and revising a song, explaining in a video the photosynthesis of a plant, or a piece of pottery that is created and painted.
Are selected collections of a variety of performance-based work. It might include selections of work that are the student's "best work" and others that show the "works in progress". May include various performance-based pieces.
Why Try It?
It requires students to actively demonstrate what they know instead of guessing or relying on a memorized piece of information. Performance assessments may be a more valid indicator of students' knowledge and abilities.
Exhibition
Requires a public presentation of the skills and knowledge acquired. Often for sciences or performing arts.
This type of performance assessment can also be included in a traditional exam that also has multiple choice questions. A combination of the two forms of assessment is ok.
Ex: Oral presentations, writing prompts
Features of it
Real-world scenarios
Authentic and a complex process
Higher-order thinking
Transparent evaluation criteria
Citations
Performance assessment definition and meaning. Top Hat. (2019, September 16). Retrieved September 27, 2021, from https://tophat.com/glossary/p/performance-assessment/.
Sweet, D. (1993, September). Performance assessment. Archived: PERFORMANCE ASSESSMENT. Retrieved September 27, 2021, from https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html.
The Editors. (2020, December 9). What is performance assessment? Education Week. Retrieved September 27, 2021, from https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02.
Diagnostic Assessments
Definition
The process of using multiple measures and reports to identify student strengths and needs in specific skill-areas so that teachers can provide instruction to address learning needs. Diagnostic assessment directly guides academic, curricular, and instructional decisions because there is a better understanding of what a student does or does not know in relation to specific learning goals.
Why they are used
Examples
Citations
Types of Diagnostic Assessments
Screener
Classroom Observation
Qualitative Data
Diagnostic Test
Progress Measure
Provides brief information about all students to show which ones have low scores compared to grade-level benchmarks
Teacher observation of students' classroom behaviors and effort
Teacher's information about student skills and performance on classroom assignments
Assessment that provides in-depth details about a student's skills in a specific domain (i.e., math facts or letter sounds)
Weekly to monthly scores on brief assessments of student learning whil participating in intervention
They are intended to help teacher identify what students know and can do in different domains to support their students' learning
Summative Assessment
Formative Assessment
Types of Formative Assessments
Types of Summative Assessments
What is it?
Citations
What is it?
Citations
Final examination
Final test
End of unit quiz
Standardized test
Certification
Evaluation
Self
Peer
Reflection
Journal
Presentation
Portfolio
Oral
Powerpoint
Debate
Exhibit
Performance
Gallery
Why is it important?
Prompted responses
Curation of project/ unit highlights
Multimedia
Projects
Final paper
Community engagement
Capstone
Simulation
click to edit
Teacher perspective
Student Perspective
Helps to determine focus of content
Helps inform future instruction
Determination of how learning goals were achieved
Allows students to move to next level
Helps student to review learning from start to finish
Clarifies success/ challenges
Assessing learning upon the completion of an instructional unit. Assessment evaluates student learning over the duration of instruction and may review major content areas, skills, or holistic understanding. Summative assessment may be used to determine readiness for advancement to the next level.
Kibble, J.D. (2016) Best practices in summative assessment. Advances in Physiology Education
Downloaded from journals.physiology.org/journal/advances (136.232.253.134) on September 27, 2021.
When learning revolves around summative assessment, students may have desire to increase performance
Houston, Don and Thompson, James N., Blending Formative and Summative Assessment in a capstone Subject: ‘It’s not your tools, it’s how you use them’, Journal of University Teaching & Learning Practice, 14(3), 2017. Downloaded from :http://ro.uow.edu.au/jutlp/vol14/iss3/2 on September 27
Ongoing assessment during a unit or larger learning experience. Formative assessment is typically used to monitor learning as it is happening, to gauge student achievement, and inform the trajectory of instruction.
Why is it important?
Student perspective
Teacher perspective
Helps students reflect on the process and advocate for change if necessary
Helps teacher to refine practices
Allows for emergent curriculum
Allows individual learning goals to be targeted
Helps learning to potentially be more student-centered
Formal
Informal
Quiz
Exit ticket
Jigsaw
Essay
Journal prompt
Wiliam, D. (2017). Embedded formative assessment (2nd ed.). Solution Tree Press.
Presentation
Think, pair, share
Stiggins, R., & DuFour, R. (2009). Maximizing the Power of Formative Assessments. Phi Delta Kappan, 90(9), 640–644. https://doi.org/10.1177/003172170909000907
Tracking progress
Small-group projects
KWL chart
Four corners
Concentric circle discussion