Assessment

Formative assessment

Summative

Diagnostic assessment

Performance assessment

How?

why?

Help students identify their strength and weakness

Can be used by instructors to adjust their teaching.

Monitoring students learning to provide ongoing feedback

1.What the assessment is
2.why it is used
3.An example of the type of assessment

What?

Why?

How?

When we think about educational measurements, each assessment is designed for a specific time and purpose. When an assessment happens before the learning activity, these are called diagnostic because the results can be used to diagnose problem areas to focus on during the teaching to come.

What?

How?

The formative assessment happens during the learning process, because the results can be used to inform what to do next for individuals or groups of students as learning is occurring

hand signals, brain dumps, and entry/exit tickets, concept maps, journal entries, a thumbs up or thumbs down

What?

Why?

What?

Why?

How?

It happens after the learning activity, these are called summative because the results are a summation of learning that has occurred.

identify what students have yet to learn

diagnose any gaps in learning that will impede progress towards current learning objectives

uncover any strengths that can be encouraged

use this information to guide lesson and curriculum planning

Helpful for class and teachers who have many new comers with unknown ability levels.

use diagnostic assessment information to decide on the curricula needed to support these students.

use the results to formulate personalized learning plans for individuals and assign students to groups for small group instruction.

are administered throughout the year, usually by classroom teachers.

to inform teachers about how their students are progressing, where gaps exist in students’ learning, and how their instruction needs to be adjusted to improve student learning, possibly by slowing down the pace, repeating instruction, or even challenging some students with new and potentially more difficult tasks.

mostly focused on measuring whether students grew their mastery or understanding of a pre-defined set of criteria

1.End-of-term or midterm exams
2.Cumulative work over an extended period such as a final project or creative portfolio
3.End-of-unit or chapter tests
4.Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels

aims to evaluate student learning and academic achievement at the end of a term, year or semester by comparing it against a universal standard or school benchmark. Summative assessments often have a high point value, take place under controlled conditions, and therefore have more visibility.

Provide an essential benchmark to check the progress of the students

indicates gaps across the board between student knowledge and learning targets, schools may turn to improved curriculum planning and new learning criteria to assess and improve their school attainment levels.

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Impromptu quizzes or anonymous voting

Short comparative assessments to see how pupils are performing against their peers

One-minute papers on a specific subject matter

Lesson exit tickets to summarise what pupils have learnt

Silent classroom polls

Ask students to create a visualisation or doodle map of what they learnt

Not focused on on grades or numerical scores

Occurs throughout the teaching and learning cycle

emphasizes ongoing feedback, self-reflection, development of meta-cognitive skills, empowering students to take ownership of their learning

self-assessment and peer-assessment, reflection on learning. Students provide feedback to their peers, fostering a collaborative learning environment

Checlists and rubrics to assess specific learning outcomes

Portfolios as a method of compillation and showcasing their work, reflection and progress over time.

Discussions and questioning

Observations

Formative assessment materials

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Summative assessment materials

Quizzes

A form of pre-assessment which allows the teacher to identify students' individual strengths, weaknesses, knowledge prior to instruction

Unit pre-test - fill in the gaps questions

Surveys and questionnaires

to guide lesson and curriculum planning

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Diagnostic tests materials

Allows the teacher to plan meaningful and efficient instruction

remedial teaching/diagnostic

Refers to the evaluation of a student's knowledge, skills and abilities by having them demonstrate their learning through real-world tasks and activties.

emphasizes practical application and ability to perform tasks in a meaningful context

provides opportunities to the students to showcase their undrestanding, problem-solving skills, critical thinking skills, and creativity

requires the students to apply their knowledge to solve complex problems, analyze information, make informed decisions or create original work

Aims to evaluate students' abilities beyond simple recall

Offers a more comprehensive view of the students' leanring and capabilites

Project-based assessment that requres the students to plan, design, create and present a final product or solution

Assesses higher order thinking skills

Provides opportunity to demonstrate unique strengths, interests, learning styles, allowing for a more personalized evaluation of their abilities

Feedback and improvement, highlights areas of strength

Authentic assessment

Presentations - students deliver oral or multimedia presentations to showcase their understanding of a topic or a concept

Portfolios - students compile a colection of their work, including projects, essays, artwork, reflections and other evidence of their learning

Simulations - Students participate in simulated real-world situations or scenarios, such as mock trial, scientific experiment or business simulation.

Artistic or creative preformances - music recitals, theatrical productions, dance routines

Exhibitions - students prepare and present their work to an authentic audience such as parents, community memebers or experts in the field

Work-based assessments - students undertake internships, work experiences or service-learning projects where they can transfer their learning to real-world settings.

Useful materials

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GRASPS assessment model