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Assessments

Assessments

FOR Learning

Formative

FormativeDefinition and Purpose: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. help students identify their strengths and weaknesses and target areas that need work. help faculty recognize where students are struggling and address problems immediatelyAdv:Low-stakes, little to no point value so there is low stress.Teachers can use RtI strategies to modify or enhance instruction.Immediate feedback to teachers and studentsQuick, not timelyDisadv: Teachers may not record the data and therefore it is not used accurately or efficiently. Low-stakes may not prompt students to participate fully.FOR learning:Help teachers evaluate what the students and can provide feedback to students; can correct misconceptions, can adapt future teachings based upon results of the formative assessment, happen during the learning time and throughout the unit.Ex: Exit slips. White boards, pair and share. KWL charts. Resources:Eberly Center. Formative vs Summative Assessment-Teaching Excellence & Educational Innovation. Accessed at https://www.cmu.edu/teaching/assessment/basics/formative-summative.htmlDodge, Judith. Scholastic. What are Formative Assessments and Why Should We Use Them? Accessed at https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessments-and-why-should-we-use-them/

Diagnostic

DiagnosticDefinition and Purpose:Pre-assessment to identify the extent of a student’s knowledge in a particular area. A diagnostic assessment looks back to understand the pupil’s current position.It often takes place at the beginning of a learning program and can be used to identify pupils’ strengths and areas for improvement, identify the nature of a pupil’s learning difficulties and form the basis for interventions to address the learning difficulties identified.Adv: Helps to identify RtI needs, special education referrals, and student readiness.Allows the teacher to differentiate based on data.Helps the teacher identify areas of material that need to be modified or enriched.DisAdv: It is possible to misinterpret data. If the diagnostic is too difficult it can discourage students. FOR learning:The nature of this assessment is to determine what students already know and be able to design instruction from the results. Example: GoMath! Soar to Success Diagnostic tool. An online slightly-gamified diagnostic tool to assess student readiness and prerequisite skills. Results correlate with RtI activities and specific skill areas that need practice.Resources:Council for the Curriculum, Examinations and Assessment. What is Diagnostic Assessment?Accessed at http://ccea.org.uk/curriculum/assess_progress/types_assessment/diagnostic

Self Assessment

Self-AssessmentDefinition and Purpose:self-assessment comprises two main elements - making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards.Adv:Self-evaluation builds on a natural tendency to check out the progress of one’s own learning.Further learning is only possible after the recognition of what needs to be learned.If a student can identify his/her learning progress, this may motivate further learning.Self-assessment practices align well with the shift in the higher education literature from a focus on teacher performDisAdv:Students may be hyper-critical of themselves. Developing self-evaluation skills takes time and explicit teaching. FOR learning:Self-assessment allows students to recognize where their own gaps in learning may be and help them engage in future lessons. Self-assessment can be formal or informal, helping to redirect student learning during the educational process.Example:Students are invited to complete a simple self assessment sheet according to agreed criteria and submit it with a completed assessment. To extend the benefits of the exercise, students can be asked to explain why they evaluated themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rationale for their self-assessment. 2nd grade specific: Students reflect on their job of the week, telling how well they did, how often they needed reminders, what they learned from the job, if they liked the job, etc. Resources:Spiller, Dorothy. 2009 .Assessment Matters: Self-Assessment and Peer Assessment. Accessed at http://www.waikato.ac.nz/tdu/pdf/8_SelfPeerAssessment.pdf

Peer Assessment

Peer AssessmentDefinition and Purpose:Peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining. Peer feedback can encourage collaborative learning through interchange about what constitutes good work.Adv:Students can help each other to make sense of the gaps in their learning and understanding and to get a more sophisticated understanding of the learning process.The conversation around the assessment process is enhanced. Research evidence indicates that peer feedback can be used very effectively in the development of students‟ writing skills.Students engaged in commentary on the work of others can heighten their own capacity for judgment and making intellectual choices. Students receiving feedback from their peers can get a wider range of ideas about their work to promote development and improvement. Peer evaluation helps to lessen the power imbalance between teachers and students and can enhance the students‟ status in the learning processDisAdv:Students may not give helpful feedback or be too afraid to give honest criticism. Students may be too critical and not supportive enough. Students may compare themselves to one another in an unhealthy competitive way and can become discouraged. If used for a grade, the reliability of the peer grades may be skewed due to peer pressure. FOR learning:Peer assessment can happen at any stage, but is most helpful during the learning process. Students can compare their learning or perception to others and develop critical skills along the way.Example:Science- students are encouraged to develop their own science fair projects. Peer evaluation at different parts of the process will give students the opportunity to get ideas from their peers and make adjustments to their experiments. Resources:Spiller, Dorothy. 2009 .Assessment Matters: Self-Assessment and Peer Assessment. Accessed at http://www.waikato.ac.nz/tdu/pdf/8_SelfPeerAssessment.pdf

OF Learning

Summative

SummativeDefinition and Purpose:A variety of tests used at the end of a unit to assess mastery of a specific objective using standard-specific or benchmark criteria. Meant to evaluate student learning once a unit is complete. Can range in style from traditional to innovative. Adv:Motivates students to study, gives teacher an overview of mastered skills and knowledge based on standards or benchmarks. If combined with other types of assessment such as project-based learning students can use creativity to demonstrate and apply the skills and knowledge needed to master the unit. DisAdv:Written tests can cause teachers to “teach for the test” instead of focusing on student development and understanding. Can lead to memorization instead of comprehension and internalization. OF learning:Testing to see what students have learned, this is a final test in a high-stakes way in that the grade from this test will be reflected in the student’s grade for the unit. This is done at the end of a unit therefore data collected does not necessarily influence the material of the next unit. Example:End of unit written Math test with multiple choice and short answer responses; End of geography unit: create an island with molding clay applying the concepts of landforms, location, and climate- using rubric to assess the accurateness of unit objectives and standards. Resources:Eberly Center. Formative vs Summative Assessment-Teaching Excellence & Educational Innovation. Accessed at https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Performance Based

Performance-BasedDefinition and Purpose:An assessment requiring students to apply their newly acquired skills and knowledge learned during a unit. Product or process oriented. Usually requires the use of higher-level thinking skills. Typically used at the end of a unit as a summative assessment. Adv:Requires the use of higher-level thinking skills (Bloom). Can be more individualized for each student. Can be more engaging for students than other traditional summative tests. Reaches students with different learning styles. DisAdv:Requires heavy planning and class time to conduct the assessment. Can be subjectively graded, rubrics and specific guidelines are required to guide students toward success. OF learning:Typically used at the end of a unit and graded with a rubric that reflects the standards or objectives. Although this type of assessment can have multiple stages and include constant self, peer, and teacher feedback and learning and editing can happen throughout, ultimately the end result is to see what the student has learned during the unit. Example:End of geography unit: create an island with molding clay applying the concepts of landforms, location, and climate- using rubric to assess the accurateness of unit objectives and standards.Resources:Hillard, Patricia. Performace-Based Assessment: Reviewing the Basics. 2015. Accessed at https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

High-Stakes

High-StakesDefinition and Purpose:Tests that have serious consequences for students or educators. Outcomes determine important things such as promotion to the next grade, graduation, merit pay for teachers, school rankings.four different purposes for assessment: (1) classroom assessment used to guide and evaluate learning; (2) selection testing used to identify students for special programs or for college admissions; (3) large-scale assessment used to evaluate programs and monitor trends; and (4) high-stakes assessment of achievement used to hold individual students, teachers, and schools accountable.Adv:Standardizes acceptance to college and other programs. High-consequence can motive students to study and pay attention. DisAdv:Requires high validity evidence of test. Can be standardized tests, which can cause teaching to the test. Does not reflect real-world application or understanding. High pressure situations can cause stress and not accurately reflect test-taker ability. OF learning:This could be both as the result could determine the need for a student to receive special education services which would be a FOR learning purpose. Although, overall, I feel that this type of assessment is typically done at the “end” of learning for a specific objective or standard. Example:MAP test- determines the need for English Intervention and the math placement of students (students are placed in MAP-level-corresponding math). Resources:StateUniversity.com. Testing- Standardized Tests and High-stakes Assessment. Accessed at http://education.stateuniversity.com/pages/2500/Testing-STANDARDIZED-TESTS-HIGH-STAKES-ASSESSMENT.html

Portfolio

PortfolioDefinition and Purpose:A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that illustrate their talents, represent their writing capabilities, and tell their stories of school achievement. A process portfolio documents the stages of learning and provides a progressive record of student growth. A product portfolio demonstrates mastery of a learning task or a set of learning objectives and contains only the best work.Adv: Promoting student self-evaluation, reflection, and critical thinking.Measuring performance based on genuine samples of student work.Providing flexibility in measuring how students accomplish their learning goals.Enabling teachers and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals.Giving students the opportunity to have extensive input into the learning process.Facilitating cooperative learning activities, including peer evaluation and tutoring, cooperative learning groups, and peer conferencing.Providing a process for structuring learning in stages.Providing opportunities for students and teachers to discuss learning goals and the progress toward those goals in structured and unstructured conferences.Enabling measurement of multiple dimensions of student progress by including different types of data and materialsDisAdv:Requiring extra time to plan an assessment system and conduct the assessment.Gathering all of the necessary data and work samples can make portfolios bulky and difficult to manage.Developing a systematic and deliberate management system is difficult, but this step is necessary in order to make portfolios more than a random collection of student work.Scoring portfolios involves the extensive use of subjective evaluation procedures such as rating scales and professional judgment, and this limits reliability.Scheduling individual portfolio conferences is difficult and the length of each conference may interfere with other instructional activities.OF learning: The process of making a portfolio is FOR learning, but the product that is made and is the ultimate goal of the portfolio is to showcase the learning that has already happened. Example:Writing process portfolio. Students will make a portfolio showcasing their ability to follow the steps of the writing process by submitting examples from each step that work toward a final published piece of work. Resources:Scherba de Valenzuela, Julia. Defining Portfolio Assessment . Accessed at http://www.unm.edu/~devalenz/handouts/portfolio.html

Authentic

AuthenticDefinition and Purpose:Authentic assessments analyze student learning in a manner that is consistent with how our disciplines function outside of an academic environment. The purpose is to simulate a real-world situation in which students must use the knowledge and skills gained and apply them to the situation. Adv:Students rise to the occasion when they feel their work has real value outside of an academic exam, and mirrors what is done in real professions outside of the schoolGives a purpose to learningRequires high-level thinkingDisAdv:It is timely to develop authentic assessments. Relies heavily on student interest and participation, not necessarily applicable on a large scale. Need well developed rubrics or guidelines for assessment and grading. OF learning:Authentic assessment values the thinking behind work, the process, as much as the finished product, but ultimately the finished product should reflect what the student has already learned and does not necessarily influence the next unit of instruction. Example:Math, cultural studies, and literacy- students are presented with the dilemma “The corner near our school does not have a traffic light or stop sign so it is often unsafe for children who walk home and must cross this street. How can we solve this problem?” Math: Students create charts to count the number of cars driving by at certain times of the day, conduct surveys of how many students cross this street, write and conduct surveys about student and teacher feelings, etc. Cultural Studies: students research which government leaders or organizations control roads and safety procedures as well as our school leadership board. Literacy: Students use this collected data to write a persuasive essay to the appropriate groups/people to install a stop sign or traffic light. Resources:Wilbert, mark. Authentic Assessment in Action. 2013. Accessed at https://www.edutopia.org/blog/sammamish-4-authentic-assessment-in-action-mark-wilbertHoughton Mifflin Company. What Is Authentic Assessment? Accessed at https://www.eduplace.com/rdg/res/litass/auth.html