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

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