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Different Types of Assessments, Disadvantages: does not factor in student…

- - - - downsides: potenial bias
        
        not typically used in the classroom
      - typically based on national standards
      - uses a bell curve
      - easy to see large-scale trands
      - often a standardized test
      - highlights differences between test-takers
      - differentiates students
      - shows the highest and lowest performing students
  - - - compares an individual to a group
- - - - Many Forms
        
        Standardized Tests
        
        SATs, GCSEs, and A-Levels
        
        Achievement Tests
        
        Final Projects or Portfolios
        
        End of Term/Chapter/Unit Exams
        
        Creating a Podcast
        
        Writing a Script for a Play
        
        Infographic
        
        Venn Diagram
- - - - Should focus on understanding a student's current knowledge base
      - Must identify the strengths and areas of improvement for the student.
      - Must be non-graded
      - Should establish a baseline to compare what a student knew prior to a lesson and what they learned after to measure growth.
      - Evaluates the learning process and the learner's progress at the same time.
      - Collaborative as it measures the student's progress and the effectiveness of the teaching method.
      - Interwoven with the ongoing teaching and learning process.
      - Fluid method of evaluation. The student's progress is not measured against a standard or benchmark unlike what you will find with summative assessment methods.
      - Requires teachers and students to become intentional learners.
      - Gathers actionable feedback that improves the overall teaching and learning process.
      - Results from formative assessments are immediately made available.
      - Formative assessments are non-graded.
      - Must happen at the beginning of a learning experience such as a new semester or lesson unit.
    - - Impromptu quiz
      - Polls
      - One-minute papers
      - Entry slips
      - Exit slips
      - Dipsticks
      - Visual exercises
      - Interview and focus groups
      - Tag feedback
- - - - A type of pre-evaluation that allows the teacher to discover how much knowledge a student has on a subject matter.
      - What are the features of diagnostic assessments?
        
        Should focus on understanding a student’s current knowledge base
        
        Must identify the strengths and areas of improvement for the student.
        
        Must be non-graded
        
        Should establish a baseline to compare what a student knew prior to a lesson and what they learned after to measure growth.
        
        Must happen at the beginning of a learning experience such as a new semester or lesson unit.
      - Types of diagnostic assessments
        
        Informal diagnostic assessment: Happens spontaneously before a new learning experience begins. For example, the teacher could call up a few students and ask them to share what they know about a specific subject.
        
        Standardized diagnostic assessment: Uses well-defined testing methods to evaluate a student’s knowledge and identify any existing gaps.
      - Examples of diagnostic assessments
        
        Surveys and questionnaires
        
        Entry slips
        
        Impromptu quiz
        
        Checklists
        
        Unit pretest
- - - - Norm-referenced assessment focuses on students against other students.
        
        Criterion-referenced assessment focuses on an individual student against established criteria; there is NO comparison against other students
  - - - Outside the classroom
        
        https://www.youtube.com/watch?v=LJ0_SmwFzgg
        
        professional licensing exams
        
        citizenship tests
        
        high school exit exams
      - In the classroom
        
        can include end-of-unit or final tests to assess student understanding.
        
        measuring student performance against grade-level standards
        
        https://www.youtube.com/watch?v=O5hJNpO0JPE
- - - - Assessments for learning should always be ongoing and actionable. When you’re creating assessments, keep these key questions in mind:
      - What do students still need to know?
      - What did students take away from the lesson?
      - Did students find this lesson too easy? Too difficult?
      - Did my teaching strategies reach students effectively?
      - What are students most commonly misunderstanding?
      - What did I most want students to learn from this lesson? Did I succeed?
      - Common types of assessment for learning include formative assessments and diagnostic assessments.
  - - - You can use assessments to help identify if students are meeting grade-level standards.
      - Assessments of learning are usually grade-based, and can include:
      - Exams
      - Portfolios
      - Final projects
      - Standardized tests
      - They often have a concrete grade attached to them that communicates student achievement to teachers, parents, students, school-level administrators and district leaders.
      - Common types of assessment of learning include:
      - Summative assessments
      - Norm-referenced assessments
      - Criterion-referenced assessments
- - - - A performance assessment involves applying and showing skills and knowledge through various performance tasks. The purpose of a performance assessment is to improve the student learning experience and evaluate the effectiveness of lesson plans.
      - performances