Purpose: To identify gaps in the conceptual knowledge/skill acquisition so that a targeted intervention lesson planning can be done for the learners. If some students don't remember important concepts, then a refresher will make the current activity more meaningful and improve learning outcomes for students.

Role: A tool for teachers to assess the strengths and weaknesses of learners for the purpose of designing teaching and learning
strategies that will address the individual needs of the learner.

How does it look?
Short questions are constructed to assess mental computations, knowledge recall of what they know. This is similar to pre-assessment so it's done before the start of a topic or unit to understand students' prior knowledge.

How does it help teachers?

Teacher's get to understand students prior knowledge and adjust content and activities to encourage more effective learning.
Demonstrate to students that their instructors care about them as people and about their success as learners.

A sample paper (age group 9 -13)
[Diagnostic assessment worksheets on ISL collective]

(https://en.islcollective.com/english-esl-worksheets/search/diagnostic+test)

References:

Promethean. (2018). ResourcED. Types of Summative Assessment and Formative Assessment. Retrieved February 15, 2022. https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
Wees, D. (2012, December 10). Edutopia. 56 Examples of Formative Assessment. Retrieved February 15th, 2022. https://www.edutopia.org/groups/assessment/250941
Yale Poorvu Center for Teaching and Learning. (2021). Formative and Summative Assessments. https://poorvucenter.yale.edu/Formative-Summative-Assessments
Zook, C. (2017, December 14). Applied Educational Systems. Formative vs. Summative Assessments: What's the Difference? Retrieved February 13, 2022. https://www.aeseducation.com/blog/formative-vs.-summative-assessments-what-do-they-mean

Formative vs. Summative Assessments

Video: Diagnostic assessment.

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Assessment of learning uses evidence of student learning to assess progress and achievement against outcomes and standards. It is a periodic report.

Assessment as learning enables students to be their own assessors. It is a continual reflection.

Assessment for learning entails using evidence about students' knowledge, skills, and understanding to inform their teaching. It is ongoing feedback.

References
Approaches | NSW Education Standards. (2022). Education Standards Authority. Retrieved February 13, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

Harapnuik, D. (2020, December 24). Assessment OF/FOR/AS Learning. It’s About Learning. Retrieved February 13, 2022, from https://www.harapnuik.org/?p=8475

Assessment of learning: Teachers are able to recognize the progress or application of a student's knowledge or skills against the expected learning outcomes.

Assessment as learning: Learner takes responsibility for their own learning and explores how they can improve.

Assessment for learning: Teachers and peers can monitor progress and learning to help learners understand how they can improve.

Assessment for learning: Can take quite a lot of time, as careful planning to make sure students of all learning styles and levels engage with assessment for learning.

Assessment as learning: With this type of assessment, the students get out of it what they put in. If a student isn't thinking deeply on their learning or giving fair feedback during peer assessment, they might not see much benefit from this.

Assessment of learning: Might not be the most accurate reflection of learning or progress for every individual student.

Assessment of learning provides evidence of student learning and achievement, and can be used to plan future learning goals for students.

Assessment as learning is meant for students to keep track of their own learning, ask questions and use strategies to decide what they know and can do, and how to use assessment information to continue learning.

Assessment for learning typically occurs during the teaching and learning process to shed light on the student's learning and understanding.

Example of assessment as learning: Here is a chart showing how one might guide students to conduct an effective peer assessment.

Example of assessment of learning: Here is a sample for a grade 2 English class.

Example of Assessment for learning: Here is an example of a KWL on the water cycle.

Assessment of learning typically happens at the end of a unit or semester, and may be used to grade or rank students.

Assessment as learning encourages students to take responsibility in their own learning by asking questions, creating learning goals, and use both formal and informal feedback to understand the next steps for their learning.

Assessment for learning is inclusive of all learners, can involve formal and informal assessment activities in learning, and provides effective feedback that is motivating to the learner ideally leading to improvement.

Formative:
tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps and improve learning. They have low stakes and are typically not for grade.

Summative:
evaluates student's learning, knowledge, proficiency or success at the END of an instructional period or unit. They have high stakes and are often taken more seriously by students.

Summative:
-evaluate student learning at the end of an instructional unit by comparing
it against some standard or benchmark
-provides very little feedback on how to
help them develop or improve before
they reach the end of the module or unit

Student work
-venn diagram
-mind maps
-homework
-visualize and
illustrate
-quizzes
-exit tickets
-worksheets
-mini white boards
for class work
-extension projects
for concept understanding
(poster, diorama, collage)

Technology
TeacherPal for cold-calling
-create a video
(for summarizing, reports,
explanation of reasoning)
-caption photos
(choose 2-3 photos that
represent a process and have
them write captions)
-Socrative platform
(students can answer questions
or complete quizzes)
-digital corkboard
-Quizlet/Kaboom/Flubaroo
(for games and quizzes)

Peer assessment
-pair/group discussions
-partner quizzes
-think-pair-share
-Jigsaw groups
(groups work on different sections
of the text and become "experts".
Restructure groups so each group has
an expert of each section. Let them share.)

Role
Performance assessments measure students' application of their learning to authentic problems. Performance assessments require students to produce something (ex. report, experiment, performance) which will then be evaluated according to a specific rubric.

Works Cited
Forstall, M. (2021, November 20). The Disadvantages of Performance-Based Assessment. The Classroom | Empowering Students in Their College Journey. https://www.theclassroom.com/disadvantages-performancebased-assessment-8413085.html

Nair, M. (2020, June 11). Back To Basics: What Is Performance Based Assessment (PBA)? University of the People. https://www.uopeople.edu/blog/what-is-performance-based-assessment-pba/

[Oral Presentation Rubric]. (n.d.). Oral Presentation Rubric. https://clipground.com/images/rubric-for-presentation-15.jpg

Performance Based Assessment & Learning. (2017, April 1). [Video]. YouTube. ttps://www.youtube.com/watch?v=yYcGO1Izs-U

[Roleplay Rubric]. (n.d.). Roleplay Rubric. https://image.slideserve.com/1461990/slide1-l.jpg

The Editors. (2020, December 9). What Is Performance Assessment? Education Week. https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02

Video on Performance Based Assessment

Roleplay

Roleplay Rubric

Oral Presentation Rubric

Example Situation
The teacher can assign a role-play about telephone conversations to the class as a performance assessment. Students will partner up to collaboratively write a script using the terms learned in class about telephone conversations (ex. "Hello?", "Who's calling?", "May I speak to___?"), as well as practice grammar/writing (ex. capitalization, tenses, punctuation, sentence structure) rules learned in preparation for the role-play. The teacher can evaluate students' role-play presentations based on their script content & organization, proper application of the thematic terms, and delivery.

Purpose: How it Helps Teachers
Performance Assessments demonstrate the depth of a student's knowledge on the learned topic. Based on students' productions (their work), teachers will understand their strengths and weaknesses, and can modify lessons accordingly to fill in the gaps of knowledge.

Pros

• Flexible Methods of Assessment (allows for student choice)
• Active Student Engagement
• Inspires Creative/Critical Thinking

Cons

• Reliant on Student Initiative
• Subjective Grading
• Reliant on Student's Skillsets and Aptitudes Beyond the Learned Content (ex. public-speaking skills, creativity)