TYPES OF ASSESSMENT

Diagnostic Assessment

Applications:

A diagnostic pre-assessment provides an opportunity to determine if students remember the concepts they need. If some students don't remember important concepts, then a refresher will make the current activity more meaningful and improve learning outcomes for students.

(also known as pre-assessments) provide instructors with information about student's prior knowledge and misconceptions before beginning a learning activity and also diagnose students’ strengths and areas of need.

Build on student strengths

Clarify misconceptions

Adjust the curriculum to meet the needs of the students

Introduce new or unknown concepts

Classroom Examples:

Initial writing prompts

 KWL charts

 Running Records

 Informal Reading Assessments

 Pre-tests

 Surveys

 Journals

Evidence of Effective Use:
 Teachers are able to identify individual and class strengths and weaknesses
 Teachers can identify and correct misconceptions
 Teachers can explain how classroom instruction has been adapted to meet the needs of the

Benefits of Diagnostic Assessments

Indicate students' prior knowledge.

Can help instructors adjust content and activities to encourage more effective learning.

May make the teaching/learning process more efficient and effective by zeroing in on content that needs to be taught and mastered.

Can help students understand the value of a lesson, module, or entire course.

Can point out to students the gaps in student’s reasoning and misperceptions about subject matter.

May motivate students to seek accurate information and practice.

Demonstrate to students that their instructors care about them as people and about their success as learners.

Formative Assessment

Formal and informal assessments that are used throughout a unit or course of study to
monitor student progress so that teachers can adjust their instructional practices to meet the needs of their students

Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps

Application:

Monitor student progress

 Adjust instruction to maximize student achievement

 Provide effective and timely feedback

 Reveal students who need remediation

 Predict performance on summative assessments

Classroom Examples:

Student self-assessments

 Written Responses

 Exit Tickets

 Questioning

 Conferencing

 Observations

 Rubrics

Evidence of effective Use

 Teacher can state the types of formative assessments used regularly to gauge student progress

 Teacher can explain how they have revised instruction based on assessment results

 Teacher provides feedback to students

 Teacher can show examples of revised student work

 Teacher can describe student strengths and next steps

Summative Assessment

are given to students at the end of an instructional period.

They are evaluative rather than diagnostic and are used to measure whether a course’s learning objectives were met. Unlike formative assessments, summative assessments are formal and involve clear instructions, expectations and grading rubrics to measure student comprehension.

Summative Assessment is an assessment administered at the end of an instructional unit in a course

Summative assessment examples

End-of-term or midterm exams

Cumulative work over an extended period such as a final project or creative portfolio

End-of-unit : or chapter tests

Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels

Evidence of Effective Use

 Teacher can state their grade level and classroom areas of focus for meeting student academic

needs

 Administrators can state the instructional focus for each grade level and the school

 Administrators and teachers can communicate the strengths and weaknesses identified in

assessment data for their school, grade level, and classroom

 Teachers can state which students need additional instruction in specific Core standards

Ipsative Assessment

Ipsative assessment is the practice of determining a student’s progress based on their earlier work.

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pre-assessment This kind of assessment is used to gauge where is a student is before the learning begins. Are they ready? Are they behind? Are they advanced? Etc. The teacher uses this information to understand the needs of the class.

on-going assessment This kind of assessment provided the students (and teacher) with feedback on their progress. The teacher can use this information to make adjustments to the learning process.

before learning begins

diagnostic in nature

ungraded

"check-ups"

during learning cycle

often not graded

Example: school entrance exams

Example: start of class test

Technology tools for diagnostic assessment

https://sso.prodigygame.com

Technology tools for formative assessment

https://socrative.com/