Different Types of Assessments
Diagnostic Assessment
Performance Assessment
Summative Assessment
Formative Assessment
Projects
Exams
Tests
Quizes
Essays
Presentations
Portfolios
Kahoot!
Jamboard
Quizlet
Padlet
Drawing Exercises
Socrative
Presentations
ASSESSMENT FOR LEARNING
ASSESSMENT OF LEARNING
ASSESSMENT AS LEARNING
Self-assessment
Peer Assessment
Critique
Gallery Walk
Project Journals
Project Portfolios
MAP Testing Pre-test Entrance Exams
Mind Maps
Student Surveys
KWL
Posters
Formative Assessment-
"is used to collect information on students’ understanding throughout the learning process to help teachers adjust their strategies accordingly." (https://harappa.education/harappa-diaries/diagnostic-assessment/)
Summative Assessment-
"This is used to measure students’ knowledge after a subject has been taught."
(https://harappa.education/harappa-diaries/diagnostic-assessment/)
Students demonstrate their acquisition of skills and understanding of concepts at the end of a unit of study.
Performance Assessment- "This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something." (https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02)
"Assessment AS Learning is centered more toward actively involving students in the process of learning. These assignments teach students crucial problem-solving and critical thinking skills."
(https://harappa.education/harappa-diaries/diagnostic-assessment/)
Diagnostic Assessment-
"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"
(https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/5_assessment_diagnostic.html)
"Assessment OF Learning a way to evaluate students’ learning and whether they align with the grade standards or the curriculum. These assessments are generally grade-based."
(https://harappa.education/harappa-diaries/diagnostic-assessment/)
"Assessment FOR learning helps teachers map students’ learning by providing them a clear snapshot of their students’ understanding and learning as they teach. Consequently, these improve their teaching tactics and classroom management strategies." (https://harappa.education/harappa-diaries/diagnostic-assessment/)
Provides a baseline.
What do the students remember?
Help teachers adjust- content/activities
Report Experiment Performance Artwork
Using Journals/Portfolios as Assessment
There are so many components, and it doesn't make sense to give a paper pencil test to assess a performance-based activity. STEAM journaling, combined with a single point rubric, can solve the problem of this assessment quandary AND it can be used as a formative OR summative assessment
https://artsintegration.com/2018/04/01/steam-notebooks-for-assessment/
Importance of Diagnostic Assessments: using multiple measures and reports to identify student strengths and needs in specific skill-areas so that teachers can provide instruction to address learning needs.
Types of Summative assessments
End of year Assessment. Typically a Final exam in a specific subject area
End of a project assessment. Typically a rubric is used as the main assessment method for the students final project.
Norm-referenced assessments
Ipsative Assessment
Portfolios
A two stage testing process
Project Based Learning activities
The two-stage process is an instructional strategy in which students are asked to complete an assessment in two separate stages. First, they complete and submit an assessment individually. Next, students work in groups to answer a set of questions. The group portion can consist of the most difficult or challenging questions from the individual portion and/or new questions that are more conceptual or open-ended than the individual assessment was. https://www.saltise.ca/resources/strategies/two-stage-exam/
While educators might use this type of assessment during pre- and post-test results, they can also use it in reading instruction. Teachers can record a student reading a book and discussing its contents. At another point in the year, this process is repeated. Afterwards, the recordings are listened to and discussed. Students and teachers can reflect upon reading improvements.
Ipsative assessments compare previous results with a second try, motivating students to set goals and improve their skills. Using assessment as learning, the ipsative assessment process determines a student's progress based on their earlier work.
The two-stage assessment framework helps students learn from their mistakes and motivates them to do better. Plus, it removes the instant gratification of goals and teaches students learning is a process.
"Not all learners can be top performers, but all learners can potentially make progress and achieve a personal best. Putting the focus onto learning rather than meeting standards and criteria can also be resource efficient."
Hughes, G. (2014). Ipsative assessment: Motivation through marking progress. Springer.
Standardized tests Physical assessments
Norm-referenced assessments are tests designed to compare an individual to a group of their peers, usually based on national standards. They can also be adjusted for age, ethnicity or other demographics. Unlike ipsative assessments, where the student is only competing against themselves, norm-referenced assessments draw from a wide range of data points to make conclusions about student achievement.
Proponents of norm-referenced assessments point out that they accentuate differences among test-takers and make it easy to analyze large-scale trends. Critics argue they don’t encourage complex thinking and can inadvertently discriminate against low-income students and minorities. https://www.prodigygame.com/main-en/blog/types-of-assessment/
The International Schools' Assessment is a norm-referenced test designed for international schools and schools with an international focus. Built upon the Programme for International Student
Assessment (PISA) frameworks, ISA tests are not specific to a single curriculum and participating schools follow a diverse range of curricula
.
Implemented by the Australian Council for Educational Research, the tests are taken across the world, allowing for international comparison and can be adjusted for evaluation across different demographic points.
By allowing students the ability to "produce something" , their assessment can truly be gauge and visible. In class I prefer to use the Engineering Design Process which is -
1.Ask
2.Imagine
3.Plan
4.Create
5.Improve
By using this process in the classroom teachers are able to guide and assess students progress. Especially in a STEAM classroom