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Characteristics of Assessments - Coggle Diagram
Characteristics of Assessments
Formative Assessment
occurs throughout the course, on a day-to-day basis, as a part of the instruction itself
a low-stakes assessment, as its outcome does not play a role in judging the final performance of a student, i.e., students are not graded.
promotes the learning aspects of a subject, rather than performance, i.e., it provides students with intrinsic motivation for improvement.
is based on qualitative feedback, as students are individually informed of areas where they should improve, and tutors receive feedback on what steps they need to take next. Research has identified this descriptive feedback as being very important in student improvement.
students actively take a part in assessing their own and their peers’ performance, so as to understand their own strengths and weaknesses, which help them improve.
Summative Assessment
provides students with extrinsic motivation for improvement, i.e., improvement with an aim of achieving a good performance in a test.
is based on quantitative, rather than qualitative feedback, as students are assigned grades or numeric marking, and individual students do not realize where they need improvement.
occurs at the end of the course, unit, semester, or year. They are held separately from the instruction
students are passively involved, as they only receive information about their performance when they can’t do anything about it.
a high-stakes assessment, which means that the students receive the results of their performance in the form of marking or grades. Their progress or inclusion in the next class or program is determined, and the effectiveness of the teaching program is judged.
Authentic Assessment
There are no right or wrong answers in authentic assessment. It is all about showing how the student can use the knowledge from the course in real-world contexts and scenarios.
Authentic assessment simulates real-life situations. Students are asked to participate in real-world tasks and activities to demonstrate their knowledge of the course or subject matter.
Authentic assessment questions are presented as poorly-structured problems.
It requires in-depth creativity and originality. The students have to think outside the box to create unique solutions to the problem.
Authentic assessment methods are tailored to 1 specific and well-defined purpose.
It is complex and action-oriented. Alternative assessments spur the students to research and look for answers. The students need to leverage a variety of skills and data collection methods to find practical solutions.
Authentic assessment involves both oral tests like presentations and written tests with open-ended questions.
Students get feedback from the instructor at different points as they engage in the tasks. It allows the students to leverage feedback and improve their solutions and suggestions until they arrive at the most practical and effective answers.
The instructor collaborates with the students to create alternative assessments.
Criteria Reference Test
Items typically have almost the same level of difficulty based on a set of criteria.
Not given a grade or marks.
Improving and enhancing teaching and learning.
Specific aspects of that content (example: the scope of a small topic).
Determine whether a student has mastered a certain knowledge or skill
Exams, quizzes, exercises, assignments
Make a comparison of a student's achievement with several criteria.
Norm Reference Test
Grades or marks are given.
Covers a broad content (example: all topics in a subject).
Items are constructed from easy to difficult levels.
End of semester/year examination, UPSR, PT3, SPM and
all types of centralized examinations.
Student selection for certification
Make a comparison of a student's performance with other students at the same level or year.