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Assessment - Coggle Diagram
Assessment
Types
Formative
to assist the learning process
by
feedback
to identify
strengths
weakness
results are to be used internally
Summative
used to make decisions
determine
readiness
progression
occurs at the end
designed to
judge the learner’s overall performance
to providing
basis for grade assignment
is used to
communicate students’ abilities
Formal
occurs
students are aware
are summative
tend to have grater motivation
Continuous
occurs
throughout a learning experience
to determine
the subsequent progression
provides
information needed
to improve
teaching and learning
Final
or terminal
takes place only at the end
most appropriate
learning can be assessed
as a complete whole
is used for
summative decision-making
Process
focuses
on the steps or procedures
underlying a particular ability or task
Product
focuses on
on evaluating
the result
outcome of a process
appropriate
for documenting
proficiency or competency
Convergent
has only one correct response
for example
objective test items
are easier to evaluate
Informal
used to
provide formative feedback
less threatening
and
less stressful
Divergent
a range of answers or solutions
might be correct
tend to
to be more authentic
most appropriate
in evaluating higher cognitive skills
Purposes
Selection
select
a number
who
meet certain criteria
use of quota
Screening
aims at
selecting test-takers
pass the criterion of minimum
Placement
conducted at the beginning of a
program
grouping based on certain criteria
ease of treatment or teaching
Prognosis
conduct an assessment
aim
predict
success
conducted
at the beginning
Diagnosis
to detect students’ problem
teacher
can give
the necessary treatment
Research
to collect data
can be conducted any time
Program evaluation
to know
if the course is effective
what is relevant for students
if the level is appropiate
Accountability
to know
the number or percentage
of something
Achievement
contents
based on what have been taught
teacher
makes a summative assessment