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Types of Assessments, Norm- referenced assessment - Coggle Diagram

- - - - Add other information to the mind map that you may find useful such as links, images, or resources.
  - - - https://www.youtube.com/watch?v=CEDhhNJPNnQ
        
        REFERENCES
        Dodge, J. (2021) What Are Formative Assessments and Why Should We Use Them?" Scholastic. https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessments-and-why-should-we-use-them/
      - Thumbs Up/Sideways/Down: This one works best when students trust you and will tell you their real opinions. Ask students to give you a thumbs up if they are following you and understand, thumbs sideways if they understand some things but are unclear about others, and a thumbs down if they are confused or lost.
      - White Board Responses: Give students individual white boards and a marker. Throughout the lesson, ask a question and have students hold up their response. A quick glance tells you who is right or wrong. If they are copying from someone else, chances are they don’t know the answer.
      - Stoplight: Give each student a green, yellow, and red card to keep on their desk. Ask them to hold up the green card if they understand and are ready to move on, the yellow card if they have some questions or confusion or the red card if they need to help. If you see a lot of yellow or red cards, stop and clarify before moving on.
      - Exit Slips: At the end of class, ask students to answer a question or two or give a quick summary of what they learned. They hand it in as they leave the room. Use the responses to help you plan for the next day’s lesson.
      - Learning Logs: Students keep a notebook and each day write down things that learned and questions that they have. You can quickly review the books, drawing emoji responses 😊or writing notes to students. This is also a good place for a bit of on-one instruction for a struggling student or a way to enrich a student who could use a challenge.
      - Draw It!: Give students a couple of minutes to quickly draw or create a visual of something they learned. Then have them turn and share with a neighbor. Share several drawings as a class.
      - Headlines: Have students summarize a lesson by writing a headline that sums up the lesson. Remind them that headlines should be intriguing and interesting and grab reader’s attention. Share a few with the class.
      - Super Summary: Set a timer for two minutes. Ask students to write a summary of the day’s lesson including as many things as they can in two minutes. The one with the most words wins.
      - 3-2-1: Using white boards, a sheet paper, or a 3-2-1 half-sheet handout, have students write:
        3 things to remember from today's lesson
        2 connections I can make to something I already know
        1 question I still have
        Review their answers before teaching the next lesson.
- - - - Create a play, movie, or song about the content.
      - Create a 5 to 10 minute podcast about core concepts from each unit.
      - Create a detailed infographic as a final project.
      - Create a Venn diagram to compare and contrast.
        
        Create a "Living Museum" where students prepare an exhibit based on a concept. The teacher pushes a button and makes the exhibit come to life with a student presentation.
        
        Educational technology games (such as Prodigy, Splash Learn, etc. can assess knowledge and share data.
      - Teacher quizzes and tests
        
        Writing
        
        Portfolios
        
        Presentations
        
        Interviews/conferences
        
        Creative projects
- - - - 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
        
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  - - - encourages students to take responsibility for their own learning
        
        requires students to ask questions about their learning
        
        involves teachers and students creating learning goals to encourage growth and development
        
        provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning
        
        encourages peer assessment, self-assessment and reflection.
  - - - 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.
        
        The approach or approaches used will be informed by the evidence of student learning to be gathered, the processes for gathering the evidence, and the feedback to be provided to students.
- - - - Quiz/Test
        Quizzes and tests may be useful for subjects with an academic focus. A quiz or test at the start of a school year or new unit would allow the teacher to understand the existing knowledge of their students and plan classes accordingly. Placement tests may also be used to place students in groups based on current level.
      - Interview/Conference
        In lieu of a formal assessment, the teacher could interview students either as individuals or as groups. This might be a good way to check that students not only know but also understand what they have been taught. Furthermore, interviewing students as individuals can allow for some differentiation in approach such that each student has the opportunity to present their knowledge in a way that works for them.
      - Mindmap/Brainstorm
        Mind maps and brainstorms are a quick and easy way to assess students' knowledge on a given topic. Given a central theme or title, students could be asked to write keywords or draw images relating to said theme. The use of collaborative mind map/brainstorm apps makes this an effective way to assess the collective knowledge of the class, though individual mind maps/brainstorms allow for a better understanding of each individual's knowledge.
      - Student Survey
        Student surveys can take a large range of forms, from simple thumbs up/down responses to questions to informal tests. Surveys are often anonymous, and this is both a strength and a weakness; though anonymous responses may prevent individual assessment. students may also feel able to be more open about gaps in their knowledge or understanding if they don't have to admit as such in front of their peers. Furthermore, surveys can be performed in such a way as to make responses anonymous to all but the teacher. For example, students may be asked to close their eyes and raise a number of fingers corresponding to how confident they feel about topics. In this way the teacher can evaluate both individual and collective understanding on said topics whilst maintaining anonymity amongst the students.
      - Performance Task
        A performance task would be an assessment in which students would be required to perform to demonstrate their knowledge or understanding. Assessment through performance has obvious applications for those subjects where performance is a key part of the discipline, such as in P.E. or dramatic arts. It can also be used to demonstrate proficiency in practical skills such as the ability to set up an experiment, or the ability to build something that meets criteria or solves a given problem.
- - - - Example: Fastbridge https://www.illuminateed.com/products/fastbridge/universal-screening/ FastBridge offers both Curriculum-Based Measures (CBM) and Computer Adaptive Tests (CAT) for reading, math, and social-emotional behavioral (SEB). Our combined universal screening approach improves the reliability and validity of decisions by giving teachers more accurate data about student learning faster than any other system.
        
        https://youtu.be/fCbEThKdpQk