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A measure generally used to predict performance on an annual high stakes test.

The use of benchmark testing can if interpreted properly be used to determine the needs of the learning for further improvement or remediation.

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Collection of data as part of the instructional routine (may also be considered instructional assessment)

The day to day collection of data from various assignments given in class contribute to further learning for the student as designed by the teacher.

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A measure that is crafted upon mutually agreed upon decisions by educators for uniform use across multiple classrooms.

Skills determined to be useful t students in many areas of learning. Such as reading and writing skills which are used no matter the discipline being studied.

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A measure whose results are reported in reference to established criteria, such as standards, rather than by ranking student performance.

Standards such as those outlined by the State or School District which gauge student performance at large serve the administrative bodies in determining future directives for learning on a macro level.

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A measure whose results pinpoint the extent of mastery of specific skills.

The ongoing data collected in diagnostics determine how the student continues to acquire and learn skills which determine the allowance of further skills for the student to acquire.

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Data collected with a set plan in mind.

A specific set of outlined data which is determinant upon the pre-planning for the student to learn. In any class a set plan of data determines how well the student is learning. In targeted expectations how many times or how near the student reaches that target determines the next stage of planning for learning.

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A process internal to instruction that offers results in a timely fashion that inform and improve instruction and are used for giving descriptive feedback for students.

The formative assessment gauges the instruction method as much or more than what is being learned by the student. It is an administrative tool to gauge whether the instruction is meeting the student learning goals.

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A test with results that have consequences for the student, teachers, schools or districts.

The term "high stakes" directly references that the data collected in certain testing processes will be used to interpret how All other assessments are working to the benefit or detriment of All stake holders.

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Data collected without any specific planning.

A nuanced process of using experience with teaching and learning to use unexpected data collection such as portfolios developed by the teacher and student to create a new or different descriptor of teacher student success.

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Data collected within the instructional cycle (also referred to as classroom assessment)

The cycle of data acquisition is often determined by the teacher of the classroom.  It does not matter what formal measures are in place to make all assessing "appear" to be similar it is the teacher in the end who determines "what" that data really is to be interpreted by students and administration.

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A measure used to monitor student progress at predetermined junctures throughout the school year.

Student centered measurements to assist in assuring that the student is in fact "learning" and making acceptable progress throughout a determined time line in the academic year.

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A test that compare scores of a selected group of students who have taken the test and are typically of the same age or grade with those of the test-taker.

The comparative use of data of students of similar ages or grades I believe serves to only serve as a moderately accurate data set comparatively speaking. As there is much more to Age or Grade very little can be determined in terms of learning but only of similar habits of the majority in that age or grade.

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A test given to large numbers of student within and across districts and States.

Knowledge and acquisition skills testing given on these scales help determine comparative learning models across the nation and world.  And supposedly assist in improvements.

I can't understand why America's student scontinue to lag comparatively to international students but those superior international students all seem to want to come here to further their educations:)';)

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Authentic, hands on tasks where students produce original work that is generally interpreted with a rubric, checklist, or rating scale.

This student centered assessment allows for the student to show forth their learning and display what creative uses they have created from their learning. The authenticity of this assessment s shown in invention.

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A test with results given as standard or scale scores so that performance of individuals or groups of students can be compared.

The use of standards which are expected to be completed and then shared by the student as "learned" through testing are useful only when interpreted by skilled educational practitioners who understand the need for such data acquisition but do not use the data to label performance as finite.

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The sum of evidence for learning gathered at the culmination of a designated point in time, such as at the end of a unit or on an annual basis.

The use of summatives requires specific planning on the part of the teacher to ensure that they are gathering data based upon what has been taught to the students and therefore expected to be returned as data.