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Different Types of Assessment - Coggle Diagram

- - - - An 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. She could also ask students to complete a survey or simple checklist to gather information.
        When to Use Informal Diagnostic Assessments
        Informal diagnostic assessment works best when you swiftly need to measure how much students know about a subject. It is fast and allows you to gather information on the go.
    - - A standardized diagnostic assessment uses well-defined testing methods to evaluate a student’s knowledge, and identify any existing gaps. These assessments provide teachers with a more in-depth analysis of a student’s learning weaknesses and strengths.
        Typically, standardized diagnostic assessments happen after the informal assessments. First, the teacher collects spontaneous data on the student’s level of knowledge. Next, they apply a standardized method like curriculum-based testing to determine a student’s knowledge level of a specific standard.
        When to Use Standardized Diagnostic Assessment
        You should use standardized diagnostic assessments when you need to gather comprehensive information about a student’s learning weaknesses and strengths.
  - - - Surveys and questionnaires are some of the most common methods of conducting diagnostic assessments. It is used to gather data and information about students' prior knowledge, skills, interests, and learning styles. This information allows teachers to analyze can help teachers better understand their students and tailor instruction to meet their individual needs.
    - - A unit pre-test is a non-graded assessment tool used to determine how much knowledge a student has of the subject. These pretests are commonly made up of fill-in-the-gap questions, multiple-choice questions, and other types of close-ended questions. The whole idea is to test a student’s existing knowledge before they get started on a new learning module or unit.
    - - A checklist is a simple tool that outlines specific assessment criteria for diagnostic evaluation. Checklists are highly collaborative, which means the teacher and the students can participate equally in the evaluation process. It also allows for self-evaluation.
        Teachers score each student based on the different criteria on the list. In the end, they analyze the results and use this to gauge the student’s level of knowledge of the subject matter. One of the advantages of using a checklist for assessment is it helps you to streamline the evaluation process and focus on the most important criteria.
    - - Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. Although it is mostly used in formative evaluation, it also has a place in diagnostic assessments.
        During curriculum-based testing, the students partake in brief assessments lasting 1–5 minutes each. The teacher records their scores for each of these tests. After the scores have been recorded, the teacher decides whether to continue instruction in the same way or to change it.
        Common examples of curriculum-based measurement include:
        
        Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        
        Gray Oral Reading Test (GORT)
        
        Group Mathematics Assessment and Diagnostic Evaluation (GMADE)
    - - An impromptu quiz is a spontaneous assessment that is given without prior notice to students. It aims to quickly assess students' understanding of a particular concept or skill that has been recently taught or discussed in class. It provides teachers with immediate feedback on students' comprehension and helps identify any gaps or misconceptions.
    - - You can use entry slips to collect quick information from students. Teachers can ask a few questions while students write down their responses on the slips. After the exercise, the teacher retrieves the slips, evaluates the responses, and makes any required changes to the curriculum.
  - - - Identifying prior knowledge
        
        Informing instructional planning
        
        Enabling early intervention
        
        Monitoring progress
        
        Facilitating individualized instruction
        
        Enhancing assessment literacy
        
        Improving accountability
    - - Limited scope
        
        Time-consuming
        
        Reliance on self-reporting
        
        Potential for bias
        
        Anxiety and stress
        
        Incomplete picture
        
        Lack of context
        
        Limited feedback
        
        Overemphasis on testing
- - - - (https://www.youtube.com/watch?v=-r1yTJHS74w)