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Different types of assessment - Coggle Diagram
Different types of assessment
fomative assessment
Formative assessment explained
Formative assessment is more diagnostic than evaluative. It is used to monitor pupil learning style and ability, to provide ongoing feedback and allow educators to improve and adjust their teaching methods and for students to improve their learning.Most formative assessment strategies are quick to use and fit seamlessly into the instruction process. The information gathered is rarely marked or graded. Descriptive feedback may accompany formative assessment to let students know whether they have mastered an outcome or whether they require more practice.
Formative assessment examples:
Impromptu quizzes or anonymous voting
Short comparative assessments to see how pupils are performing against their peers
One-minute papers on a specific subject matter
Lesson exit tickets to summarise what pupils have learnt
Silent classroom polls
Ask students to create a visualisation or doodle map of what they learnt
Why is formative assessment important for learning?
Formative assessment is a flexible and informal way of assessing a pupil’s progress and their understanding of a certain subject matter. It may be recorded in a variety of ways, or may not be recorded at all, except perhaps in lesson planning to address the next steps.Formative assessment helps students identify their strengths and weaknesses and target areas that need work. It also helps educators and governors recognise where students are struggling and address problems immediately. At a school level, SMT and school leaders use this information to identify areas of strength and weakness across the institution, and to develop strategies for improvement.As the learning journey progresses, further formative assessments indicate whether teaching plans need to be revised to reinforce or extend learning.
summative assessment
Summative assessment explained
Summative assessment aims 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. Summative assessments often have a high point value, take place under controlled conditions, and therefore have more visibility.
Summative assessment examples:
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 that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels
Why is summative assessment important for learning?
In the current education system, standard-driven instruction plays a significant role. Summative assessment, therefore, provides an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole.
Summative assessment contributes largely towards improving the British curriculum and overall curriculum planning. When summative assessment data indicates gaps across the board between student knowledge and learning targets, schools may turn to improved curriculum planning and new learning criteria to assess and improve their school attainment levels.
Assessment FOR Learning
Assessment AS Learning
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.
Examples:
Student Self-reflections
Peer-assessments
Goal Setting
Assessment AS learning:
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.
Assessment OF Learning
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards.
Sometimes referred to as
‘summative assessment',
it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. Formal assessments provide an opportunity to collect evidence of student learning and may be used for grading and ranking purposes, as well as informing feedback for students to improve their learning.
Examples:
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.
Standardized tests; SATs, GCSEs and A-Levels
Assessment OF learning 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.
The feedback to be provided to students.
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching.
It is a method of
‘formative assessment'
, it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
Examples:
Short comparative assessments to see how pupils are performing against their peers.
One-minute papers on a specific subject matter.
Lesson exit tickets to summarize what pupils have learned.
Impromptu quizzes or anonymous voting.
Assessment FOR learning:
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.
Involves teachers, students and parents reflecting on evidence. is inclusive of all learners.