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Interim Assessments guide and track learning. One example which is used at our school is MAP testing. These test are administered in October and May of each school year. These assessment are to identify the gaps to provide an opportunity for growth in learning. The data is a comparison of students results across schools or states to track academic progress. Teacher can better understand what a student knows and what concepts may need more focus on for grade level performance. It is a computerized test for students from Kindergarten to grade 5. As they answer questions right the questions become harder, when they answer incorrectly the questions become easier.  In some ways this can provide an idea of where the student is and where they want to go in their own learning. Teachers can use the data to better group students together within their classroom. The test in the spring, administration and teachers use this information to form classrooms for the next year. The data can also provide insight for curriculum changes.

Dyer, Kathy. (13,July,2017). Understanding Formative, Interim, and Summative Assessments and their Role in Student Learning. NWEA. www.nwea.org/blog/2017/understanding-formative-interim-summative-assessments-role-student-learning.

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Assessment of learning--> because as a teacher, I need more work to do/mark!

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Assessment of learning--> because as a teacher, I need more work to do/mark!

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Pre-assessment is a type of formative
assessment that occurs before a unit of study
begins. Whether formal or informal, pre-assessments are never graded.

They are purely diagnostic in nature.  When pre-assessing for readiness, for example, teachers attempt to find out:
--> What students already know,
understanding, and are able to do
regarding the upcoming learning.
-->What prerequisite learning, if any, may
be missing or misunderstood.

Teachers in a differentiated classroom also
pre-assess for interest and learning profile, so they can design activities that are motivating for students and that match student learning preferences, as appropriate.

Ongoing assessment is what most people think of when they think of formative assessment. Ongoing assessment occurs at various intervals throughout the learning process. Its purpose is to find out the degree to which students are "with" the teacher in terms of meeting learning goals, so classroom content, process, and products can be adjusted to better facilitate student growth. Ongoing assessment for
interest and learning profile is also possible, if that information has not previously been collected or if the teacher has a new idea for incorporating these data into unit
activities.

Formative assessments, which may be formal or informal, include homework, quizzes, exit cards, journal prompts, and classroom discussions.

Summative assessment occurs at the end of the learning process and is typically graded. Some examples of summative assessments include tests, projects,
demonstrations, presentations, and performance tasks. The purpose of summative assessment is to provide evidence of the degree to which a student has mastered the knowledge, understandings, and skills of the unit.

Ref.
https://pdo.ascd.org/lmscourses/PD11OC117/media/DI-Assessment_M1_Reading_Assessment.pdf

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I just proctored an AP- Macroeconomics test.... or what is a Norm-referenced Asessment

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I just proctored an AP- Macroeconomics test.... or what is a Norm-referenced Asessment

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Norm-referenced assessment is a type of standardized test that compares students’ performances to one another. Norm-referenced assessments compare a student’s performance to the course median. The “norming process” refers to calculating norm-referenced scores and the “norming group” refers to the group that a student is compared against while a professor assigns grades.

Norm-referenced assessment refers to an assessment that ranks students on a “bell curve” to determine the highest and lowest performing students. This method is used to understand how students’ scores compare to a predefined population with similar experience. For instance, a student’s assessment score could be compared to scores of students who took the same course in previous years.

Norm-referenced scores are generally reported as a percentage or percentile ranking. For example, a student who scores in the seventieth percentile performed as well or better than seventy percent of other test takers of the same age or grade level, and thirty percent of students performed better (as determined by norming-group scores).

Whether it's an AP  test, SAT, ACT, or xyz test, it is comparing one student to all the students who "sat" for that test at that given time.  Good, bad or otherwise, they happen and will continue to happen for the immediate future.  Though, some universities (in the US) do not/are not requiring them anymore, MANY still do!

DO WELL!  GOOD LUCK!  You're future (doesn't?!?!?) depend on it (completely)....

Ref.
https://www.edglossary.org/norm-referenced-test/

https://tophat.com/glossary/n/norm-referenced-assessment/

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Ipsative assessment is defined as a specific type of survey or assessment in which the participant is forced to select one option among other socially desirable options. Ipsative is drawn from the Latin word "ipse" which means "of the self" and is also known as a forced-choice scale.

Unlike other types of assessments, ipsative assessment questions a person or compares a person with himself.

The ipsative assessment also does not have a scale with which the answered questions are measured, unlike other normal assessments where the respondents respond to questions with scaled responses.

Hence, while normative tests will compare a person to the norm obtainable in society, ipsative tests seek to highlight the strengths and weaknesses of a person.

For example, if you consider yourself to be a hard worker or a goal-getter, an ipsative test will force you to choose one of the two options as the one that best describes you.

What are the Advantages of Ipsative Assessment

1. Ipsative assessment measures the progress of a person. The participant is able to see whether there is an improvement and whether the previous feedback is being leveraged.

2. It is also useful in determining the competency of an employee in an organization.

3. Ipsative assessment can also help to choose the best candidate for a position.

4. It also helps underperformers improve as it challenges them to do better. This takes away the problem of demotivation for weaker performers.

5. Another advantage of ipsative assessment is that it can be used for both objective and subjective measures.

What are the Disadvantages of Ipsative Assessment

1. Ipsative assessment decreases the validity of a test by discouraging response and/or encouraging non-response.

2. Ipsative assessment does not encourage the truth. This is because the participant is asked to choose what item is "most true" even when both items could be wrong.

3. The items to be listed are not easily curated because they are not facts inclusive.

4. Ipsative assessments are not easy to conduct because it constantly requires previous results of the participant for comparison.

5. It can lead to bias in a study since it doesn't measure facts but the most desirable option.

Ref.
https://www.formpl.us/blog/ipsative-assessment

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A diagnostic assessment is a way for teachers to identify and understand learning needs of the students. Basically it's the reason for the problem. In order to address the learning needs, the teacher will identify the strengths and the needs in specific skill areas. In the end the teacher will be able to point to what the student knows and does not know. Types of diagnostic assessments are universal screening, progress monitoring, observing the classroom. An example is in the case of universal assessment may say a student has decoding deficits, but will need further diagnostic assessment to like sight words, letter sounds, blending sounds in order to see which skill sets the student may need to learn. After it is know which skill sets need improvement, then targeted instruction along with progress monitoring can be done weekly/biweekly until the mastery is noted.

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Once you know what you want to assess, a teacher can develop creative assessments of students learning by using non-traditional assignments and increase motivation. Instead of a quiz to assess writing skills, have students write quick diary entry of a fictional character, or  one student will write a letter explaining a problem while a partner will write a letter on how to solve the problem. In terms of assessing analysis, there could be a short debate, literature review, or a case study with graphs and data. I have seen 60 second podcast in a classroom to assess the understanding of concepts in physics. Our High School Math teacher has his students every fall do the statistics of the teachers fantasy football league. When teachers use different formative and summative assessments outside of the traditional exams, we are able look at different levels of students abilities to express their knowledge of content.

Ann Thomas

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I commonly use Assessment AS Learning as a very important benchmark in the development of 21st century skills by a student as well as a general indicator of engagement in their learning process. As we teachers can often measure professional prowess by becoming a reflective practitioner, so can we see students growing into lifelong learners as they take charge of their own learning and begin to learn from researching their core processes!

Assessment AS Learning is often confused and I'll hope to clear this up a little today hence the video explaining the differences above.

Assessment AS Learning means that the student begins to actively question the process of learning and how they particularly learn as a unique individual. This leads to a continual process of improvement where students actively learn by examining their own learning mechanisms and giving/receiving feedback on those of their peers. This is why we say "AS" learning because the examination of core educational processes actually provides an educational opportunity itself for students. Properly done, this includes both formal and informal feedback as well as goal setting exercises to provoke deeper understanding.

Why? Development of 21st century skills requires an investment into both deeper learning and the examination of learning processes. It also involves reflection and collaboration as key attributes. Students engaging in assessment AS learning learn to work in a reflective and collaborative manner with their peers where the teacher functions as facilitator and moderator thus moving toward the goal of Hattie's 20 percent teacher talk.

Example from my practice- Students work together with teacher as facilitator to establish their own grading rubric for a project. Students both self-review their project using peer established criteria as well as the projects of others. Students self-assess their work and receive a score involving both the self-assessed score and the teacher's evaluation OF their evaluation as summative co-assessment for the project.

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Ahhh, my darling Formative Assessment. If I had to identify my favorite assessment type, this would absolutely be it.

If you recall, I primarily work with "last chance" students who have been given up on by every other international school in town. Sadly, they were sent to me due to the incorrect perception that a PBL based school would provide project based daycare to "problem" students.

In a country where students with special education needs are not diagnosed and thus improperly labeled, it can easily ruin their lives. I thus focus on reversing perceptions not only of PBL as a learning style but of the capabilities of my students. More than one was sent to me with "Just keep them happy" as an expectation with absolutely no learning goals.

Formative assessment helps me change all that. The very title of formative tells us that this is an "in-process" style of assessment that is low stakes where we can evaluate student content knowledge, learning needs and our own effectiveness as reflective practitioners.

We use formative assessment as an evaluation at not only the beginning of a module to check for prior knowledge but at multiple points during our teaching of a particular topic. It can be conducted in many, many ways including entry tickets, exit tickets, pre-tests, informal conversations, projects and much more.

We use this as an example because we never want to give a summative assessment where students have not been properly prepared. Formative assessments review topics we'll be grading in a summative manner by introducing and evaluating them gradually as we progress.

Example- I recently gave a formative assessment to my SPED diagnosed students on adverbs. Each child received a somewhat different version of assessment depending upon their learning style and needs. One student who is an ELL learner received a pre-test in simpler language with mother tongue scaffolding. A second student who is high performance but suffers from anxiety received a pre-test with more complex questions but substantially increased timeframe. A third learner with developmental delays was able to demonstrate knowledge by drawing a mind map of sorts.

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Formative Assessments: Why, When & Top 5 Examples

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In IB we do a lot of criterion assessment, especially in MYP. We design our lessons according to what criterion we want the students to access by the end of the unit. This gives us a clear idea of what our goals are for our lesson and what exactly we need to teach the kids in a short period of time. In the end, we use criteria to mark students' performance and access their knowledge of the overall units.
Criterion-referenced assessment means that teacher judgments about how a student does in an assessment task are based on standards and criteria that are pre-determined and made available to students at the time the assignment is set. Standards are a specified and definite level of achievement that may be attained.

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Quality control is of utmost importance in every industry and sphere of life. Assessments are a useful way of maintaining quality. In the education field, the assessment process utilizes empirical data on student learning to make the learning process more effective and enhance student development. Assessment is the process of collecting useful and relevant data and information from various sources to develop insights into students’ understanding, knowledge, and takeaways from the educational experience.
The purpose of diagnostic assessments is to help identify problems with a certain instruction style and provide insights into improvements that can be done in the quality of delivery. Diagnostic assessments in education help educators understand their students’ strengths, weaknesses, knowledge levels, and skillset prior to beginning instruction. Diagnostic assessment examples include pre-assessment tests that give you a snapshot of or diagnose knowledge to screen students.
Here are some more types of diagnostic assessments that can be used for assessing students:

Journals

Quiz/test

Conference/interview

Posters

Performance tasks

Mind maps

Gap-closing

Student surveys

Anticipation guides

Graffiti walls

Word splash

Parallel activity

Formal assessment

KWL

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THE 4 TYPES OF FORMATIVE ASSESSMENT:
To teachers, it’s a familiar challenge: every class period, accomplish a
significant amount while facilitating learning for 25-plus students with varied
instructional needs. With time being such a precious commodity, teachers
know they need to focus on practices that can make the biggest difference to
their students.
But what are those practices? One highly effective approach to identifying
them involves looking at three key questions and three members of the
classroom learning team.
The key questions above guide the classroom learning team’s goals as well as the activities
teachers use in their practice of formative assessment. Answering these process questions requires
teachers to be strategic and intentional; this enables both teachers and their learners to get better
and better at using evidence (data) to immediately adjust learning and teaching.
What do we want students to learn
(to know and be able to do)?
Before instruction starts, clarify what students are learning and let
them know how to gauge if they’re successful. Research shows this
makes a difference in their learning; having clear targets provides the
direction students need in order to set a course. From there, knowing
what it looks like if they’ve learned allows them to become better
assessors; they can compare themselves to the target in order to
determine where they are in their learning.

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Working in China's only full Project Based Learning school (PBL), we had to reverse many perceptions when we arrived regarding this style of learning and the necessary curriculum alignment that must occur.

A large part of this involved embedding performance based assessment at every latyer of the project as it should be.

When we discuss "Performance Assessment", we mean that we are assessing the content knowledge of the student as they apply it in a skills based manner. We do this because a performance based assessment shows us how out students can use their knowledge.

In PBL, we have them demonstrate their knowledge and skill by applying these to a real world project (such as conservation, sustainable building, solving a societal problem) that is meaningful in a personal way for optimum engagement. Projects in a PBL based skill are thus the primary vehicle for content learning and skills development.

Through working with this school, I've learned to apply Performance Assessment to projects as a wonderful, tangible and all stakeholder facing way to display and assess student content knowledge.

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In all my electives, robotics, game design and computer programming a lot of the skills necessary are all new unlike my core subjects where students already know how to use a pencil, calculator or in some cases a periodic table. These students need to know how to use a soldering iron a Jigsaw and a CnC machine. This creates opportunity to set up an assessment or "challenge" that will not only guide them through how to use the equipment or execute a new skill it will set them up with a whole new skill set or tool box so that they may create the product that they desire in the end. My goal is always a "passion project" and when they have "learned" how to incorporate new skills then their options are much less bound.

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Python

You can now use your EV3 Brick and Visual Studio Code to unleash the power of Python programming using MicroPython. Simply install the EV3 MicroPython image onto any micro SD card and boot up your EV3 Brick from it to start programming straight away. Switching back to the standard LEGO ® MINDSTORMS ® EV3 firmware is just as simple. We have also provided full documentation and sample API code to get you started.

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MINDSTORMS EV3 downloads - LEGO Education

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Download free curriculum material, software, teaching support and eLearning to teach STEM, coding and robotics in your school with LEGO Education

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For Diagnostic Feedback (for teacher, consoler, parent etc.)

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For Diagnostic Feedback (for teacher, consoler, parent etc.)

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I think it is important to be constantly testing the temperature of the room especially after a year of COVID/Virtual learning. It is important to find out where the gaps are in the learning so that they may be addresses ASAP. Teachers need to find out where students "ARE AT" and then meet them they instead of force feeding curriculum and hoping they will all catch up.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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Formative Assessment as Assessment AS Learning VS Formative Assessment as Assessment of Learning- by Dorcas Andie

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Formative Assessment as Assessment AS Learning VS Formative Assessment as Assessment of Learning- by Dorcas Andie

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As the name suggests, formative assessments occur at any time during the learning process. It is meant to help monitor learners' progress and understanding and recognize struggling learners and any points of difficulties. The teacher not only uses these assessments for real-time evaluation of the students' learning but also to help improve content and instruction in the process.  It is also used to help students become self-directed learners.

I use pop quizzes, end-of-week assessments, entry and exit tickets, and short questions on quizzes, Socrates, and kahoots sometimes.
Having a class of diverse students in terms of learning and knowledge level, formative assessments have helped a lot in supporting and meeting the learners' needs.
When it comes to Assessment For Learning, the teacher uses formative assessments to help the learner see the areas of weakness and determine ways and strategies to close the gaps. This, as well, is a continual collaboration process in which the teacher uses the formative assessment outcome to improve the students' learning. For example, when we do end-of-week assessments and I notice (an) area (s) of struggle, we will discuss with the affected student(s) different activities to do over the weekend. These may involve reviewing lesson notes, watching videos, and re-explaining where need be.
For Learning to take place, I use these assessments to give feedback until the student is comfortable with the skills s/he's required to learn.

Since learning isn't the teacher's show but a collaborative practice, the students are also involved in the process and use assessment outcomes to inform their next steps in terms of areas of improvement and self-reflection. As they use the outcomes to inform their future goals, the assessments become part and parcel of the learning process hence Assessment AS Learning.
In this case, the students become their assessors and use different strategies such as their own created questions, and the outcomes from both formative and summative assessments given by the teacher to find out what they know, and don't know, to improve their learning and outcomes.
They can also create videos or journal what they have learned to check their understanding.  When students can fully do this, then we get to know that they are owning their learning. This is one point I look forward to seeing my students arrive at.

Ref.
Harapnuik.org. (n.d.). Retrieved May 2, 2022, from https://www.harapnuik.org/?p=8475

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Every Child Shines: Using Formative Assessment to Reflect on Children’s Knowledge & Skills

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Over 1.1 billion simulations delivered

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Alternative Assessment is another Formative Assessment

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Alternative Assessment in Special Education

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Alternative Assessment in Special Education

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As a Learning Support Teacher, my students are from grade 1 to grade 8 with different disabilities and needs. It isn't easy to measure their learning achievement by traditional assessments. I have a student with an IQ on the borderline, and it has been significantly challenging for him to learn a second language. He came to my class with zero English vocabulary words, and now he can converse in English fluently. But when it comes to reading comprehension, his level goes down to a third-grade level even though he is in 7th grade. To assess his reading comprehension progress, I use an alternative assessment using a mind map. Before we start a new reading book, I list all the main characters in different mind maps, and as we read along with the story, he has to put down the descriptions of each character and the events they encountered. After a chapter is read and mind maps created, the student will write a summary.
Another student diagnosed with autism has an incredible memory for memorizing new spelling words and getting 100% correct each week. But he has difficulty remembering the facts of social studies and science lessons. To assess his learning in those two subjects, he presented different projects to show what he had learned. For example, he used playdough to make an animal cell and a plant cell and labeled each part of the cell; then, he presented his project with a brief explanation of the difference between the two cells.
Of course, the standardized test, such as MAP or IOWA, will not accurately score their knowledge even with the accommodation of testing in a separate classroom. They are still participating in the standardized test just to experience it, but not for the score.

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Performance-based learning is when students participate in performing tasks or activities that are meaningful and engaging. The purpose of this kind of learning is to help students acquire and apply knowledge, practice skills, and develop independent and collaborative work habits. The culminating activity or product for performance-based learning is one that lets a student demonstrate evidence of understanding through a transfer of skills.

A performance-based assessment is open-ended and without a single, correct answer, and it should demonstrate authentic learning, such as the creation of a newspaper or class debate. The benefit of performance-based assessments is that students who are more actively involved in the learning process absorb and understand the material at a much deeper level. Other characteristics of performance-based assessments are that they are complex and time-bound.

Also, there are learning standards in each discipline that set academic expectations and define what is proficient in meeting that standard. Performance-based activities can integrate two or more subjects and should also meet 21st Century expectations whenever possible:

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

There are also Information Literacy standards and Media Literacy standards that require performance-based learning.

Clear Expectations

Performance-based activities can be challenging for students to complete. They need to understand from the beginning exactly what is being asked of them and how they will be assessed.

Examples and models may help, but it is more important to provide detailed criteria that will be used to assess the performance-based assessment. All criteria should be addressed in a scoring rubric.

Observations are an important component and can be used to provide students with feedback to improve performance. Teachers and students can both use observations. There may be peer to peer student feedback. There could be a checklist or a tally to record student achievement.

The goal of performance-based learning should be to enhance what the students have learned, not just have them recall facts. The following six types of activities provide good starting points for assessments in performance-based learning.

Presentations

One easy way to have students complete a performance-based activity is to have them do a presentation or report of some kind. This activity could be done by students, which takes time, or in collaborative groups.

The basis for the presentation may be one of the following:

Providing information

Teaching a skill

Reporting progress

Persuading others

Students may choose to add in visual aids or a PowerPoint presentation or Google Slides to help illustrate elements in their speech. Presentations work well across the curriculum as long as there is a clear set of expectations for students to work with from the beginning.

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I feel it is paramount to true understanding that students take ownership of their learning. To do this we not only need to give them product and activities that allow them to showcase their learning, but to give them a chance to asses their own learning from time to time.  Summative assessments should not be where steakholders find out what you don't know. They should be where students get to showcase how much they have learned. I feel this achieved by feed back through self assessment and self reflections.

Scotty Cressey

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Placement Assessment vs. Diagnostic Assessment

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Placement Assessment vs. Diagnostic Assessment

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place assessment vs diagnostic assessment