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Different Types of Assessments - Coggle Diagram

- - - - They’re also more flexible than summative assessments. You don’t always have to use pencil and paper to get a feel for your students’ progress.
        
        How Do You Track Formative Assessments?
        
        First, you can track them by grade. This gives you a specific, concentrated view of how a student (or group of students) learns.
        
        Second, you can track them by feel. This is more based on your teacher instinct, allowing you to pick which students need additional support based on your observation.
        
        Third, you can track formative assessments with student data. This is non-graded information that may reflect how your students are learning, such as questions they've frequently answered incorrectly or subject areas where they've had trouble.
    - - https://www.youtube.com/watch?v=-RXYTpgvB5I
  - - - They’re often cumulative, and they’re used to evaluate a student’s long-term information retention.
        
        How Do You Track Summative Assessments?
        
        Written exams or project-based assessments are ideal to see a student’s full-scope understand of your class after a marking period.
        
        How you grade is ultimately up to you. Presentations are great ways to grade someone based on a number of factors, including soft skills like public speaking.
        
        Stick to a consistent grading scale so you can identify your own strengths and weaknesses in the classroom as students complete your course.
    - - https://www.youtube.com/watch?v=SjnrI3ZO2tU
- - - - Important to note:
        Clear Expectations
        Performance-based activities can be challenging for students to complete. They need to understand from the beginning exactly what is being asked of them and how they will be assessed.
        Examples and models may help
        All criteria should be addressed in a scoring rubric.
        Observations are an important component and can be used to provide students with feedback to improve performance.
        There may be peer to peer student feedback. There could be a checklist or a tally to record student achievement.
- - - - encourages peer assessment, self-assessment and reflection.
      - provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning
      - involves teachers and students creating learning goals to encourage growth and development
      - requires students to ask questions about their learning
      - encourages students to take responsibility for their own learning
  - - - is used to plan future learning goals and pathways for students
      - provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
      - provides a transparent interpretation across all audiences.
  - - - reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
      - involves formal and informal assessment activities as part of learning and to inform the planning of future learning
      - includes clear goals for the learning activity
      - provides effective feedback that motivates the learner and can lead to improvement
      - reflects a belief that all students can improve
      - encourages self-assessment and peer assessment as part of the regular classroom routines
      - involves teachers, students and parents reflecting on evidence
      - is inclusive of all learners.