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Different Types of Assessments, Source: https://www.prodigygame.com/main…

- - - - End-of-term or midterm exams
      - Cumulative work over an extended period such as a final project or creative portfolio
      - End-of-unit or chapter tests
      - Standardised tests
        
        demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
    - - To evaluate student learning and academic achievement at the end of a term, year or semester by comparing it against a universal standard or school benchmark
    - - Have a high point value
      - Take place under controlled conditions
      - Have more visibility
    - - Provide an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole
      - Contribute toward improving overall curriculum planning and new learning criteria to assess and improve the school attainment levels
  - - - Impromptu quizzes or anonymous voting
      - Short comparative assessments for checking one's performance against their peers
      - One-minute papers on a specific subject matter
      - Lesson Exit Tickets
      - Silent classroom polls
      - Ask students to create a visualisation or doodle map of what they learnt
    - - To monitor pupil learning style and ability
      - To provide ongoing feedback
      - Allow educators to improve and adjust their teaching methods and for sutdents to improve their learning
    - - Quick to use and fit seamlessly into the instruction process
      - Rarely marked or graded
        
        May be recorded in a variety of ways or may not be recorded at all
      - Descriptive feedback
        
        Let students know whether they have mastered an outcome or whether they require more practice
      - Flexible and informal
    - - Help students identify their strengths and weaknesses and target areas that need work
      - Help educators and governors recognise where students are struggling and address problems immediately
      - Develop strategies for improvement of institution
- - - - FACTORS TO CONSIDER WHEN SELECTING SCREENING TOOL https://www.youtube.com/watch?v=nx7-OeT1tko
    - - EXAMPLES: Initial writing prompts • KWL charts • Informal Reading Assessments • Pre-tests • Surveys • Journals
        
        KWL CHART
    - - EXAMPLES: Running Records, Classroom Diagnostic Tool, IXL Diagnostic, IReady
        
        IXL DIAGNOSTIC
    - - EXAMPLE: Running Records, BOY/ MOY/ BOY, Reading fluency progress monitor
        
        RUNNING RECORDS
    - - EXAMPLES: MAP test, DIBELS.
        
        MAP TEST
- - - - Negative(-)
        
        Students with poor time management skill or less confidence may feel stressed/unfair
        
        Less written assessment may lead to lack of goals for students
        
        A strong time management skill required by teachers
        
        Once students show low participation, it will result no learning
        
        Possible subjective results
      - Positive(+)
        
        Students get practical and real-life experiences
        
        Students get the chances to present/perform in front of others
        
        Interaction between students, and teachers
        
        Active classroom environment
        
        Better learning of teachers about their students
        
        Variety of activities lead students to a broader range of talent search/development
        
        Students can think independently
        
        Students can work cooporatively
    - - Students want/like to, and learn better when perform
      - Easy to check on where students' understanding is
      - Teachers can personalize their classes
      - Students will have less pressure
      - Can give immediate feedback and help to students
      - More practical learning experience than summative assessments(Challenge)
      - Culturally responsible and can involve real-world experience
      - Free and diverse answers are acceptable(Flexibility)
  - - - Corrow, C. (2019). Performance Assessment. Performance Assessment Snopes: What's True and What's Nonsense. Center for Collaborative Education. Retrieved February 11, 2022, from https://www.cce.org/uploads/files/MCIEA-PA-System.pdf.
    - - Corrow, C. (2019). The Power of a Performance Assessment System. Performance Assessment Snopes: What's True and What's Nonsense. Center for Collaborative Education. Retrieved February 11, 2022, from https://www.cce.org/uploads/files/MCIEA-PA-System.pdf.