Different types of assessments (group 1) - Coggle Diagram
Different types of assessments (group 1)
Diagnostic assessment (Michael)
Video on diagnostic assessments
Diagnostic assessment: example and overview
How is it administered
contrasting objects discussion
background knowledge survey
Gives data on student development.
Helps find the students strength and weaknesses.
Diagnostic assessments help inform and create curriculum around the class, group, or individual.
Diagnostic assessments allow the educator to assess diferent adjustments needed for a student when they are learning.
They can also find change in understanding and can be administered as a pair. This can be done by administering the test before and after the test was done.
A diagnostic test is to show the students understanding of the topic , so as to inform the educators instructions. Therefore, it is an ungraded assessment.
A diagnostic assessment informs the educator of the students previous learning experience, views, and ideas on a topic. in a way it can be called a tuning in exercise.
performance assessment (Hongyan)
A performance assessment involves applying and showing skills and knowledge through various performance tasks.
Portfolios of student work
Ask students to produce a product, report, experiment or performance
Involve interaction between instructor and self
Incorporate multiple stages of completion of a performance task and problems that use creative thinking
Allow for self-evaluation
Use relatable communication and situations
Make testing standards and expectations obvious to the student
Standardized assessments or norm-referenced
Formative and summative assessments ( Hongyan)
Formative: before and during the learning process; include homework, quizzes, exit cards, journal prompts, and classroom discussions
Ongoing assssment: occurs at various intervals throughout the learning process
Pre-assessment: occurs before a unit of study begins; not graded
Summative: at the end of key segments in a learning cycle or the end of the learning process; include homework, quizzes, exit cards, journal prompts, and classroom discussions
assessment of, as, and for learning (Charlie)
What: Check progress and learning, helps learners determine HOW to improve
Who: Teachers and Peers
How: Both formal and informal assessment activities
When: Ongoing feedback
Why: Improve learning
Emphasis: Feedback, support, collaboration
What: Learner takes responsibility for their own learning, asks questions about learning and the process of learning, explores how to improve.
Who: Learners and Peers
How: Use formal and informal feedback and self assessment to understand the next steps of learning
When: Ongoing reflection
Emphasis: Collaboration, reflection, self evaluation
Why: Learning how to learn
What: Determine progress and application of knowledge and skills
How: Formal assessment to collect evidence of student progress and achievement
When: Periodic report
Why: Ranking and Reporting
Emphasis: Scoring, Grades, Competition