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Its a new approach to continuous quality improvement, this approach is new, its where students take assessments even after the educator finishes executing the instruction in the classroom, the purpose is to determine whether the information is retained and the instruction is a success after a period of time (usually a year)

What this does:
1-Shows the value and output of a certain course/program overtime.
2-measures the output of a specific educational process and how it can be more efficient.
3-typically done after the summaritive evaluation, with the goal that its still effective in weeks or years later.

Confirmative Evaluation model (https://www.evelynlearning.com/confirmative-evaluation-meaning-scope-purpose-and-model/#:~:text=Confirmative%20assessment%20is%20a%20new,a%20success%20after%20a%20year.)
Based on continual improvement
The Phase | The Task
Planning | The educator focuses upon and designs the evaluation during this phase.
Doing | The second phase deals with the collection of information through a variety of methods, including questionnaires, interviews, observations and focus groups. Educators can also use work samples and performance analysis, context studies, peer-supervisor-self reports, and cost-benefit analysis.
Assessing | This phase focuses on data collection and interpretation.
Improving | In this phase, educators consider the intervention’s impact, value added, and effectiveness. Following this, they recommend whether to continue, improve, or end the intervention.

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Confirmative evaluation is the integration of evaluation and continuous improvement. Misanchuk pioneered confirmative evaluation of educational resources for learners around twenty four years ago, in 1997, as a logical next step after formative and summative evaluation. With the influence of the quality movement on evaluation, educators and physical therapists are starting to understand that "quality control involves continual evaluation, including stretching the cycle past summative evaluation."

Confirmative evaluation builds on the results and suggestions made during formative and summative evaluations. It allows evaluators to confirm the value of performance improvement packages and performers over time. Moreover, it aids organizations in deciding how to manage ongoing performance improvement activities. This article will go over the confirmative evaluation process, its scope, and purpose in depth. It will determine what it is and is not. Additionally, it will discuss the confirmative evaluation model, as well as how it can help with learning and teaching.

What Is Confirmative Evaluation?

Confirmative evaluation is the process of gathering, analyzing, and interpreting facts and information to evaluate whether learners are still competent or whether the instructional materials are still effective. It urges educators to abandon linear models in favor of incorporating the evaluative process into every phase of the program.

Confirmative assessment is a new approach to continuous quality improvement. Under this approach, students take assessments even after the educator finishes executing the instruction in the classroom. The ultimate purpose of confirmative evaluations is to determine whether the instruction is a success after a year. In addition, it also determines whether the technique the educators are using for teaching is still effective.

Confirmative Evaluation: Its Scope And Purpose

Confirmative evaluation identifies, explains, and confirms the value of a performance improvement program over time. Performance improvement refers to measuring the output of a specific educational process, and then adjusting the process accordingly to enhance its output and increase its efficiency. It is typically conducted after the summative evaluation has been completed for a period of time, with the goal of ensuring that the training is still effective weeks, months, or even years afterward.

Formal schooling rarely does this, and there are a variety of reasons for it, including (but not limited to) practical considerations. The main goal of confirmative evaluation is to ensure that the quality of a performance improvement program is maintained throughout its life cycle. It also aims to figure out how well each learner's skills have been retained. It also determines if the learner's competencies are still sufficient or whether they require extra training or some other sort of intervention.

When Should One Use Confirmative Evaluation?

When it comes to confirmative evaluation, there are two schools of thought. The first sees confirmative evaluation as an extension of formative evaluation. On the other hand, the second sees it as a different and independent form of assessment. This form extends beyond formative and summative assessment.

The first point of view emphasizes the importance of confirmative assessment as "an iterative effort intended to 'take a pulse' prior, throughout, and after an intervention is implemented." Confirmative evaluation must be incorporated into an intervention's fabric. After the freshly installed intervention has been in place for some time and its novelty has worn off, a long-term formative evaluation is done. This assessment should ideally be done every six months or so.

The second, more traditional opinion is that the time factor is the most important characteristic that differentiates confirmative evaluation from formative and summative evaluation. Following implementation, educators conduct a confirmative evaluation. Confirmative evaluation should take place six months to a year after the performance improvement package is implemented, according to the rule of thumb.

The three criteria of criticality, difficulty, and recurrence can also be used to determine when confirmative evaluation is necessary. If the criticality, difficulty, or recurrence of a performance is rated as eight or higher on a scale of one to ten by the performers and the organization, confirmative evaluation of any intervention to improve that performance should be conducted every six months after implementation.

The Confirmative Evaluation Model

The US Department of Health and Human Services' second annual report, Performance Improvement, documented the evaluation activities of all Health and Human Services agencies and offices. A model of Confirmative Evaluation-a new paradigm for continuous improvement-was published in this report in 1997.

The model divides confirmative evaluation into four phases by the model: planning, doing, assessing, and improving. The concept is based on the principle of continual improvement. The following table lists the tasks that teachers should complete in each phase of the confirmative evaluation model.

The educator focuses upon and designs the evaluation during this phase.

The second phase deals with the collection of information through a variety of methods, including questionnaires, interviews, observations and focus groups. Educators can also use work samples and performance analysis, context studies, peer-supervisor-self reports, and cost-benefit analysis.

This phase focuses on data collection and interpretation.

In this phase, educators consider the intervention's impact, value added, and effectiveness. Following this, they recommend whether to continue, improve, or end the intervention.

Confirming the Long-Term Effects of a National Reading Program-A Case Study

In the 1990s, there was a push to incorporate kindergarten and even preschool reading and writing skills into the This is an instance of how confirmative evaluation contributed to the development of national educational policy. Several school districts around the United States introduced the Listening, Speaking, Reading and Writing (LSRW)/Ginn Beginning Reading Program in their kindergartens in 1973.

Several years later, Hanson and Siegel published a technical study that detailed how a subset of these pupils compared to the students from the same district who had different kindergarten experiences. The assessment used to compare the pupils was created expressly to assess both existing reading abilities and the kindergarten reading program's prospective benefits. In addition, the confirmative evaluation was based on significant summative evaluation data collected from a broad national sample of kindergarten teachers who used the curriculum.

* Intervention

Instead of first grade, participating school districts offered a formal beginning reading program in kindergarten. The idea was to improve the reading abilities of K-12 children by introducing them to basic reading concepts and skills at a younger age than that allowed by standard school curricula. Moreover, the program's goals were to improve reading skills, reduce the need for remediation, and create a good attitude toward reading.

* Results

As a result of receiving regular reading instruction in kindergarten, the high school students demonstrated a clear and consistent trend of enhanced reading ability. Those high school pupils who participated in the kindergarten reading program were better readers than those who did not.

Students who participated in the program also had better grades and greater attendance. In addition, they had a more positive attitude toward reading and less remediation needs. The findings of this confirmative study matched those of similar long-term evaluations of early intervention programs in scientific curricula.

This study supports the use of confirmative assessment to make policy in the field of education. In addition, one can apply it to other settings such as business and industry. The research shed light on a variety of confirmative evaluation goals, including the following:

- It aids policymakers in developing policies that have long-term benefits. This includes the policy of incorporating reading skills into the kindergarten curriculum based on evidence of improved student performance.

- Secondly, it provides a reasonable foundation for program improvement, throughout its life cycle.

- It aids in the resolution of any discrepancies that exist between declared aims and actual outcomes.

- Finally, it improves the cost-benefit ratio. For instance, a school district's requirement for less remediation may result in lower expenses.

Who Should Perform Confirmative Evaluation?

Confirmative evaluation necessitates a unique perspective as well as excellent analytical abilities. One method is to use a group of impartial evaluators to see if the performers have retained their level of proficiency after the program was implemented and if the program itself still meets the intended outcomes. Another option is to utilize an outside evaluator in conjunction with a subject matter expert who is familiar with the performance or the environment in which the participants work.

Create. Engage. Inspire.

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Confirmative Evaluation necessitates a unique perspective as well as excellent analytical abilities. One method is to use a group of impartial evaluators.

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What is peer assessments:

Peer assessment is a process in which students provide feedback to other students. The purpose of the this, is for students to help each other improve their learning. This allows the students to give and receive feedback and allows them to retain and strengthen their understanding of the learning goals that they have on hand.

How this helps the students:
1- creates a positive classroom culture, where the students feel supported by their friends
2-it allows the students to retain more information because they are having an open discussion with their peers.
3- It allows for collaborations between peers
4- Often when students receive feedback from their teachers, they may view it as their work being criticized, if its from their peers they will view it more as collaborative work.

Terms that can be used between peers:
1- could you please explain this point more...
2- i love the point you raised here, but I would like to suggest
3-Im confused about this, could you clarify it?
4- Maybe you could add/ remove this....
5- I think adding more details or examples could strengthen your point.
6- you could improve on....

More about Peer Assessments:
https://www.youtube.com/watch?v=2hRu5i-gfXo

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How a Performance Assessment Shows What Students Know and Can Do

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1. what:
This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something, such as a report, experiment, or performance, which is scored against specific criteria.

2. why:
Performance assessment is especially useful for assessing students’ achievement of complex learning standard (e.g., analyzing author’s purpose), assessing their ability to apply concepts they learned to solve problems (e.g., using understanding of past presidential elections to predict what will happen in this presidential election), and assessing skills (e.g., using an electronic library card catalog). As a colleague once said, “The only way to know if they can swim is to put them in the pool.” Some simple skills, though (e.g., kindergarten students making equal sets with colored counters) are also best assessed by observing student performance.

3. examples:
* Performance task: A piece of work students are asked to do to show how well they apply their knowledge, skills, or abilities—from writing an essay to diagnosing and fixing a broken circuit. A performance assessment typically consists of several performance tasks. Performance tasks also may be included in traditional multiple-choice tests.
Performance tasks must be carefully designed so that the student responses really do give evidence of the knowledge and skills we are trying to assess. Performance criteria must be clear and help students focus on those things, particularly, so they can “show what they know.” Performance tasks help show students what real work in a discipline looks like — what it means to be a writer, mathematician, historian, or scientist, for example. And when students understand the criteria for success with a learning task and apply those criteria as they work, research shows that their performance — and their achievement — increases.

source:
https://www.edweek.org/teaching-learning/what-is-performance-
https://medium.com/inspired-ideas-prek-12/performance-assessment-what-is-it-and-why-use-it-1394712c5d3assessment/2019/02

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Some video examples of assessment of, as, and for learning

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Some video examples of assessment of, as, and for learning

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https://youtu.be/_wvRJyTExVU

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Edu Life | Assessment for Learning & Assessment of Learning

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Difference Between Assessment and Evaluation

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Assessment For Learning vs. Assessment Of Learning

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This video was produced as part of a partnership between NJIT and the NJDOE to provide support for NJ educators in the Online Professional Learning Exchange or OPLE and compares assessment OF learning and assessment FOR learning. For more information, please visit www.NJCORE.ORG or http://www.online-plc.org.-- Created using PowToon.

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Some video examples of assessment of, as and for learning

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Some video examples of assessment of, as and for learning

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https://youtu.be/Atiuuy-7fBA

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Assessment FOR, OF, AS Learning| Purposes of Assessment|Assessment in Learning

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1.Assessment for learning
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
1-1. what it does?

reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

involves formal and informal assessment activities as part of learning and to inform the planning of future learning

includes clear goals for the learning activity

provides effective feedback that motivates the learner and can lead to improvement

reflects a belief that all students can improve

encourages self-assessment and peer assessment as part of the regular classroom routines

involves teachers, students and parents reflecting on evidence

is inclusive of all learners.

2. Assessment as learning:
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.

2-1. what it does?

encourages students to take responsibility for their own learning

requires students to ask questions about their learning

involves teachers and students creating learning goals to encourage growth and development

provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning

encourages peer assessment, self-assessment and reflection.

3. Assessment of learning?
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

3-1. what it does?

is used to plan future learning goals and pathways for students

provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

provides a transparent interpretation across all audiences.

The approach or approaches used will be informed by:

the evidence of student learning to be gathered

the processes for gathering the evidence

the feedback to be provided to students.

sources:
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

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1.What the assessment is:
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.

2.Why it is used:
Diagnostic assessments can be particularly helpful to teachers and administrators who may have a lot of new incoming students with unknown ability levels.
Educators use these types of assessments to identify what students have yet to learn, diagnose any gaps in learning that will impede progress towards current learning objectives, or uncover any strengths that can be encouraged.
Educators can then use this information to guide lesson and curriculum planning.

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

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

It can also help benchmark student progress.

3. Examples:

Short quizzes

Journal entries

Student interviews

Student reflections

Classroom discussions

Graphic organizers (e.g., mind maps, flow charts, KWL charts)

4. Other information
Four key questions of Diagnostic Assessment:

What does the student know?

What don't they know?

How do they compare to the rest of the class?

How can they improve?

Giving Good Diagnostic Feedback

Good diagnostic feedback is constructive. It shows students what they're doing right, not just where they're screwing up.Feedback should be timely.

Teachers should take the students' individual personalities into account. Some students need a strong push, others have to be handled gently or they become discouraged.

Feedback should be about specific skills, subjects or weaknesses.

A one-on-one conference between the teacher and the student is a good way share diagnostic feedback. The feedback can be verbal or written.

Teachers should have the students take notes.

If a teacher offers praise, it has to be sincere. Kids can often spot when an adult offers compliments they don't mean.

Good diagnostic feedback makes the diagnostic assessment valuable for the students as well as the teachers.

References:
https://work.chron.com/qualities-exceptional-esl-teacher-12705.html
https://www.hmhco.com/blog/different-types-of-assessment-in-education
https://www.prodigygame.com/main-en/blog/types-of-assessment/

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What:  The National Council on Measurement in Education (NCME) uses the following definition for formative assessment:
Formative assessment practices are those that provide teachers and students with information about learning as it develops—not just at the end of a project, unit, or year. The information is formative because it enables adjustments that deepen learning: Teachers use formative assessment to make adjustments to instruction, and students use the feedback from formative assessments to make revisions to their work and their approaches to it.

The NCME definition does not indicate if formative assessment is specifically a product or a process, yet hints at process when stating that it relates to “information about learning as it develops.”

The Council of Chief State School Officers (CCSSO) defines formative assessment as a process that involves both students and teachers.

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners. Effective use of the formative assessment process requires students and teachers to integrate and embed the following practices in a collaborative and respectful classroom environment:

Clarifying learning goals and success criteria within a broader progression of learning

Eliciting and analyzing evidence of student thinking

Engaging in self-assessment and peer feedback

Providing actionable feedback

Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps

The CCSSO definition includes guidance concerning effective formative assessment practices, further emphasizing that it is a process and not a product.

Why: It can monitor student learning to provide feedback and reveals needed adjustments for ongoing teaching and learning to increase students’ achievement of intended instructional outcomes.
More specifically, formative assessments:

It helps students identify their strengths and weaknesses and target areas that need work.

It helps teachers recognize where students are struggling and address problems in time.

Who: All students

When: Ongoing/continuous as part of instruction.

What Questions Does it Answer?

Are students mastering this standard?

How can I group students to differentiate instruction according to their needs?

Should I reteach before moving on?

Should I form small groups for intervention?

Examples:

Brainstorming

Student Checklist

Classroom assessments

Quick quizzes

Discussion

Observations

Comprehension checks

Entrance/exit tickets

Graphic organizers

Presentations

Self-evaluation

Think-Pair-Share

Jigsaw

Resource:
https://www.illuminateed.com/blog/2020/09/types-of-assessments/
https://www.prodigygame.com/main-en/blog/formative-assessment-examples/

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What:  Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark. They are often high-stakes, meaning they have a high point value. Examples of summative assessments include midterm exams, a final exam or a final project.

Summative assessments are given to students at the end of an instructional period. They are evaluative rather than diagnostic and are used to measure whether a course’s learning objectives were met. Unlike formative assessments, summative assessments are formal and involve clear instructions, expectations, and grading rubrics to measure student comprehension.

Why:  Summative assessments are often used for grading students and can be used to measure growth or change in student learning. It can help illuminate areas of strength and gaps in curriculum and instruction, and especially for student subgroups. Reporting summative results provides information to families and the general public. Summative data should never be used as the only indicator of success for a student or a school.

Who: All students.

When: End of the year, end of the course, or end of the term.

What Questions Does it Answer?

Did students master the content (knowledge and skills)?

Are we meeting district targets and goals?

Are there specific student groups exceeding or struggling?

Are our practices equitable?

Examples:

Unit Tests

Mid-term exams

Final exams

Final projects

Essays

Portfolios

SAT

Resource:
https://tophat.com/glossary/s/summative-assessment/
https://www.illuminateed.com/blog/2020/09/types-of-assessments/

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Summative Assessment (Strategic Assessment System, Part 3)

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Summative Assessment: Overview & Examples

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Formative Assessments: Why, When & Top 5 Examples