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

typesoftests

forofas (1)

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

Slide1

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