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Assessment Types Eric Shurson Amalia Cantisan - Coggle Diagram

- - - - End of Unit or Chapter Tests
      - End of Term or Semester Tests
      - Performative Assessments
- - - - Students’ produce something where students utilize their understanding or skill and communicate through written or oral presentations.
        
        Considerations when Designing Performative Assessments:
- - - - To use evidence about students' knowledge, understanding and skills to inform teaching.
    - - To gain information on students’ level of mastery throughout the teaching process to improve student learning and understanding.
    - - Formative Assessments
      - Whole-group, small-group, or individual questioning sessions
      - Self/peer assessment
  - - - To assist teachers in using evidence of student learning to assess achievement against outcomes and standards
    - - To assess students’ summative mastery of skills and content after implementation of a lesson or other formal learning experience, and to communicate this mastery to teachers, students, and families.
    - - Summative assessment, such as a quiz or unit test
      - Essay / Research Paper / Formal Writing Assignment
      - A performance task (and the feedback students receive from it)
  - - - For students engage in a metacognitive self-assessment by monitoring and tracking their own learning
    - - To help students take more responsibility for their own learning and decisions, and to establish healthy habits for organization and productivity
    - - Establishing and tracking co-created learning goals between students and teachers
      - Student-led skill mastery tracking, such as skill to-do lists
      - Formal/informal self and peer assessment, such as partner or group evaluations