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Assessments
Assessments for, as and of learning, image - Coggle Diagram
Diagnostic
What is?
:check: It is an assessment used before entering a school year, a topic, or unit.
:check: It is used basically to determine the level of knowledge of each individual student or the whole class prior to teaching.
:check: With this assessment the teacher would be able to skip some topics if the assessment indicates that they master that specific content
:check: It is used to determine if reinforcing fundamental concepts is needed
:check: It is used to become aware of how good your students are in the fundamentals in order to add lessons to fill the gaps
:check: It is used to move forward an advanced student
:check: For ELL’s or MLL’s, it is used to determine their level in a language
:check: For students with special needs it is used to determine their level in certain topics.
Examples
:check: Baseline Unit assessment: Which is an assessment at the beginning of the unit
:check: Standardized test: used at the beginning of the year to determine student's level
:check: Word or literacy inventory assessment:
:check: Open ended questions: To read their knowledge at the
:check: Open Discussions: This is used to hear what the students know about the topic or skill
:check: The KWL: The K and the W is the Diagnostic part.
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References:
Diagnostic Assessment: Examples & Overview. (2016, Dec 16). YouTube. Retrieved Feb 6, 2022, from URL: www.youtube.com/watch?v=H-WEmsuvDsA
Formative
wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course
examples: exit tickets, quizzes, concept maps, impromptu questions, in class discussions, etc.
Summative
evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark
example: midterm exams, final exams, chapter tests, standardized tests, SATs, etc.
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For learning
What is
:star: AFL enables teachers to use information about students' knowledge, understanding, and skills to inform their teaching
:star: In AFL teachers provide feedback to students about their learning and how to improve
:star: AFL focus on helping students make sense of what they are learning
:star: AFL provides to students: clear learning goals, understanding the standards required, and getting feedback that allows them to achieve the standards
:star: It is used to inform how the learning process is going or how the teacher is doing
:star: This happens during the process and throughout the process of learning
Examples
:star: Formative assessments
:star: Quiz
:star: Classwork or seatwork
:star: Group work
:star: Q&A
:star: Any evaluation that can provide information about the learning process
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As learning
Students monitor their own progress and learn how to use assessment information for new learning. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress.
examples: self-assessment, peer assessment, teacher feedback (formative assessment)
Of learning
Is: :fountain_pen:
- Used to identify if a student is meeting grade-level standards
- Used to assess what the student has learned
- Conducted at the end of the unit / chapter = summative assessment
- Used for GRADING purposes
- Used to communicates student achievement to a wider community, e.g. parents, educators, students, etc.
- Norm-referenced or criterion-referenced
- Used to plan future learning goals
Examples:
- Standardised tests
- Portfolios
- Exams
- Final project
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Performance
Is:
- Used in project-based learning
- A demonstration of knowledge or skills and work habits through a performance task
- Conducted in a real-world scenario: gives students opportunities to apply their knowledge and skills to real-world problems or tasks
- Built around student interests, is meaningful and engaging
- For an authentic performance: has an authentic audience, the ‘product’ reflects what a professional would produce
- Used to improve student learning, not to evaluate
- Meant to apply higher-order thinking: requires critical thinking, analytic reasoning and problem solving
- Used both as formative and summative tool
- Rigorous and relevant
- Can be divided into performance events, with no time to rehearse, and performance tasks, in which students have time to prepare
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Examples:
- Project: e.g. interdisciplinary project connected to - community
- Research report, e.g. conducting an investigation in science
- Presentation, e.g. a multi-media presentation
- Short and long response
- Work of art, e.g. a drawing
- Performance, e.g. acting out a character in a theatrical production
- Interviews
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