Different types of assessments
Assessment of/as/for learning
Formative and summative assessment (Jenny Lee)
Diagnostic assessment
Performance assessment(Julia)
Formative assessment(process)
Summative assessment (product)
Occurs both before and during the learning process. The purpose is to improve student's learning.
More diagnostic than evaluative, generally low-stakes
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.
References
- University, C. M. (n.d.). Formative vs summative assessment - eberly center - carnegie Mellon University. Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University. Retrieved September 24, 2022, from https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
- Dontbeshy. (2021, October 7). Types of summative assessment and Formative Assessment. Promethean Blog. Retrieved September 24, 2022, from https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
- Types of assessment - ASCD. (n.d.). Retrieved September 24, 2022, from https://pdo.ascd.org/lmscourses/PD11OC117/media/DI-Assessment_M1_Reading_Assessment.pdf
- Person. (2008, July 15). Why is assessment important? Edutopia. Retrieved September 24, 2022, from https://www.edutopia.org/assessment-guide-importance
- Person. (2002, January 21). Grant Wiggins: Defining assessment. Edutopia. Retrieved September 24, 2022, from https://www.edutopia.org/grant-wiggins-assessment#graph1
- The differences between formative and summative assessment - infographic. BookWidgets. (2017, April 14). Retrieved September 25, 2022, from https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic
Examples of formative assessments: quizzes/anonymous voting/exit tickets
Helps students to identify their strengths and weaknesses and target areas that need work
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark
Often high-stakes, take place under controlled condition and therefore have more visibility, often graded
Examples of summative assessment:
- midterm/final exam
- paper
- final project
- standardized tests such as SAT, GCSE, and A-LEVEL
Provides an essential benchmark to check the progress of students, institutions, and the educational program of the country as a whole. The purpose of summative assessment is to evaluate student's achievement.
Should be planned before instruction: students are taught to practice and learn certain skills that will lead to the success on the summative assessment
Definition
References
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.
components
Developmental checklists
Portfolios of student work
Progress reports
How are performance assessments used?
Educators use performance assessments to identify if students have knowledge of a subject or are gaining knowledge in a subject throughout the year.
Educators can administer a performance assessment at any point, though they often use them at the beginning and end of the course.
A performance assessment often asks students to use problem-solving skills or critical thinking to produce a report, experiment or give a performance that displays their ability to apply what they have learned.
Why are performance assessments used?
Performance assessments can engage and pique the interest of students.
Performance assessments can be accurate indicators of what students know and whether they can use their knowledge.
Performance assessments can increase instructor confidence by allowing them to evaluate lesson plan effectiveness.
Performance assessment tasks can identify how well an instructor is teaching and provide progress reports for student learning.
Tips to conduct a performance assessment
Identify learning goals
Encourage self-evaluation
Choose an engaging activity
Develop criteria for the rubric
What types of performance assessments are there?
Standardized assessments or norm-referenced
Interim assessments
Summative
Examples of performance assessments
Group projects
Essays
Experiments
Demonstrations
Portfolios
Performance Assessment VIDEO
Performance assessment involves the demonstration and application of knowledge,
skills, and work habits through what is known as a performance task.
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types of diagnostic tests in education
This is to get a snapshot of where students currently stand. This assessment is used to collect data what students already know about certain topic. It consists of sets of written questions (multiple choice or short answer) that assess student’s current knowledge base or current views on a topic to be learned in the course. Examples of diagnostic assessment are short quizzes, student interviews, and classroom discussions.
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Here are some more types of diagnostic assessments that can be used for assessing students:
Conference/interview. :
Posters.
Performance tasks.
Mind maps.
Gap-closing.
Student surveys.
Journals :
Student journals can help to improve undergraduate training by providing high-quality educational experience. Additionally, they can helpto motivate students to participate in research and to express their opinions and perspectives.
Quiz or test
Test anxiety aside, quizzes and tests can actually help students learn course content. Research demonstrates that the testing effect, which is sometimes called test-enhanced learning or retrieval practice, has a greater impact on student learning than simply re-studying course material or taking multiple-choice tests.
It will provide them with experience, confidence, and will be an important step in obtaining post-graduate employment.
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Posters are used to motivate students to learn specific topics. Posters help learners to focus on a certain idea, event, fact or process. Posters are a convenient way for both students and teachers to help students understand the topics a lot faster.
A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning.
Mindmapping is a strategy that helps students study and professors teach course material. A mindmap is a diagram that is used to visually outline information. One of the most common types of mindmap is a large brainstorming web where a central word or idea branches out into related subjects.
A student survey is a method of gathering, processing, and evaluating your students' opinions about the school's educational practices; especially in terms of its pedagogical approach and professionalism. It allows students to provide honest and objective feedback about an educational institute.
Gap Closing resources are designed for students who need additional support.
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Assessment as
Assessment for
Assessment of
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.
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
Assessment for
involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
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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.
approaches used will be informed by
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the evidence of student learning to be gathered
the processes for gathering the evidence
the feedback to be provided to students.
formal assessment provides an opportunity to collect evidence of student learning and may be used for grading and ranking purposes (assessment of learning) as well as informing feedback for students to improve their learning (assessment for 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.
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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.
Assessment for, as and of Learning
The following assessment OF/FOR/AS learning table is a compilation of from a wide variety of resources that goes a bit further than simple definitions (Chappuis et al., 2012; Fenwick & Parsons, 2009; McNamee & Chen, 2005; Rowe, 2012; Schraw, 2001; Sparks, 1999):
Assessment / Of Learning / For Learning / As Learning
Type / Summative / Formative / Formative
What / Teachers determine the progress or application of knowledge or skills against a standard. / Teachers and peers check progress and learning to help learners to determine how to improve. / Learner takes responsibility for their own learning and asks questions about their learning and the learning process and explores how to improve.
Who / Teacher / Teacher & Peers / Learner & Peers
How / Formal assessments used to collect evidence of student progress and may be used for achievement grading on grades. / Involves formal and informal assessment activities as part of learning and to inform the planning of future learning. / Learners use formal and informal feedback and self-assessment to help understand the next steps in learning.
When / Periodic report / Ongoing feedback / Continual reflection
Why / Ranking and reporting / Improve learning / Deeper learning and learning how to learn
Emphasis / Scoring, grades, and competition
/ Feedback, support, and collaboration / Collaboration, reflection, and self-evaluation
It's about learning
Creating significant learning environments
Jamil