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1. What is Performance assessment ?
Performance assessment involves the demonstration and application of knowledge, skills, and work habits through what is known as a performance task.

2. Defining Performance tasks:
Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun, 2010). Tasks can range from a simple constructed response (e.g., short answer) to a complex design proposal of a sustainable neighborhood.

It is important that the task be meaningful and engaging to students. Tasks built around student interests engage students and help them make connections to their personal lives.

Many students find performance assessment appealing because it allows them to take ownership of their learning.

Not only can students engage in the actual assessment, they can collaborate with teachers to:

Co-establish success criteria

Co-develop rubrics

Choose the topic

Choose a way to demonstrate their learning

Provide feedback to peers

Reflect on their experience

Self-assess and/or peer-assess

3. What are the essential components of a performance-based assessment?

Although performance-based assessments vary, the majority of them share key characteristics. First and foremost, the assessment accurately measures one or more specific course standards. Additionally, it is:

1. Complex

2. Authentic

3. Process/product-oriented

4. Open-ended

5. Time-bound

3. Why using Performance assessment?

While a test is an efficient way to gather evidence about students’ conceptual knowledge, a performance assessment is a better tool for gathering evidence about what students can do with their knowledge. Effective performance assessments allow students to apply knowledge to solve a problem or demonstrate a skill. In performance assessments, students demonstrate or construct something, and that work is assessed using observation and judgment, often using a tool like a rubric.

References:
Jessica Bailey, November 2, 2020, Engaging Students through Performance Assessment,

https://www.edc.org/blog/engaging-students-through-performance-assessment

What Is Performance Assessment?, 2011,

https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance_Assessment_M2_Reading_Assessment.pdf

Patricia Hillard, December 7, 2015, Performance-Based Assessment: Reviewing the Basics,

https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

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1. What is a Diagnostic Assessment:

A Diagnostic Assessment, is an assessment which is visited upon students before they embark onto a new topic. Diagnostic assessments attempt to gauge how much knowledge the class as a whole has on a given topic, so that instruction, material, and content can be tailored to suit that class specifically. How to tackle a particular topic can be done in a number of ways, and it is through Diagnostic Assessments, that the "best" way can be found.

Examples of Diagnostic Assessments:

- A pre course survey, that asks various questions about a given topic's key elements, often with free form answers, that compel students to explain themselves.

- A test of purely conceptual questions that attempts to sus out the level of understanding each student has of the core concepts of a given topic.

2. Why use Diagnostic Assessments:

The main and most powerful reason to use Diagnostic Assessments is to inform the teacher on the general topic knowledge level of the class.

This provides a frame of reference, so that the teacher can enter into the topic at the right depth, and take specific calculated steps towards teaching it.

Diagnostic Assessments allow the teacher to find the strengths of their class in relation to the topic, and build up knowledge of the topic, using these strong points as a nucleus.

Diagnostic Assessments, allow a teacher to differentiate instruction more concisely, and also work as a reference for the teacher to review in case any student has issues in the class. This allows the teacher to more effectively instruct each student, and shore up knowledge gaps, before they become a blocking issue, that can potentially derail a student's learning for an entire term.

3. How Diagnostic Assessments Support Summative Assessments:

Summative Assessments, such as tests, and projects, prove invaluable when evaluating a student's growth, and mastery of a topic.

A short coming here though, if using Summative Assessments alone, or with infrequent Formative Assessments, a teacher can often be surprised at a students relatively low performance, and not have been aware of any issues; as the student in question presented none outwardly.

Summative Assessments in conjunction with Diagnostic Assessments, provide a more complete picture for the teacher, and allow a teacher to meet the needs of a given student. A teacher can know which aspects of a topic need to be shorn up prior to a test.

The most important aspect of using Summative and Diagnostic Assessments together, is as a reference point. Teachers can in a clear way see a student's progress from the beginning of the Unit, until the end, and by comparing the Diagnostic with the final Summative Assessment, the teacher can know how effective their instruction was, and more importantly provide these comparisons to their students. This would have the knock on effect of encouraging them, and would be feedback with tangible evidence, bolstering a student's confidence, and ability.

References:

Image Reference: (2016). Plan Design: Learning Assessments [Photograph]. https://Courses.dcs.Wisc.edu/Design-Teaching/PlanDesign_Fall2016/2-Online-Course-Design/3

(n.d.). Assessment Types: Diagnostic, Formative and Summative. Queensu. https://www.queensu.ca/teachingandlearning/modules/assessments/10_s2_02_diagnostic_assessment.html

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Assessment of, as and for learning - Lily

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Assessment of, as and for learning - Lily

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1. Assessment for Learning （AFL）
1.1 What is assessment for learning?

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance.

1.2 Why it is used?
-AFL improves learner outcomes
-It provides the basis for deciding on groupings, instructional strategies, and
resources.”

1.3 Examples of AFL
Example1: Questioning
E xample 2 Feedback
Example3: Peer assessment or peer feedback

2. Assessment of Learning （AOL）

2.1 What is Assessment of Learning (AOL)
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc. Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”

2. 2 Why it is used?
-plan future learning goals and pathways for students
-provide evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
-provide a transparent interpretation across all audiences.

2.3 Examples of AOL
Example1: Benchmark assessments are examples of assessments of learning, where students are assessed three times per year for universal screening.

Example2: project / essay

3. Assessment AS Learning （AAL）

3.1 What is Assessment as Learning (AAL)
Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions

3.2 Why it is used?
Deeper learning and learning how to learn

3.3 Examples
student collaborate to develop their own shared assessment criteria

Reference:
Getting started with assessment for learning. (n.d.). Welcome. https://cambridge-community.org.uk/professional-development/gswafl/index.html

Learning/Documents/assessment_of_for_as_learning.pdfhttps://curriculum.gov.mt/en/Assessment/Assessment-of

Assessment of/For/As learning. (2021, August 16). It's About Learning. https://www.harapnuik.org/?p=8475

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Formative and Summative Assessment - Kiele

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Formative and Summative Assessment - Kiele

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Formative Assessment- Help students to learn and practice by giving throughout a course to identify learning gaps and improve learning via approach's that support specific student needs.
Summative Assessments-  Assess students performance at the end of an instructional period to collect evidence of student knowledge skill and proficiency
Reference
Kurt, D. S. (2020, November 12). Formative and summative assessment. Educational Technology. Retrieved December 29, 2022, from https://educationaltechnology.net/formative-and-summative-assessment/