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This video provides examples of performance based assessments.

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This gives some great examples of performance based assessment in action.
I really loved what one teacher said to sum it up, performance based assessment says "What can I do with what I know"?

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Performance Assessment - Classroom Vignette (TELL Project)

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This gives an introduction to performance based assessments and components that should be covered as well as examples of assessment tools.

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Performance assessment- The What, The Why, The How- Barbara F.

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Performance assessment- The What, The Why, The How- Barbara F.

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Am overview of the What, Why and How of Performance assessments

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Assessment OF Learning is just another way to say summative assessment. Summative assessments are evaluations of individual students' achievement of learning goals. Summative assessments (assessments of learning) should be based on learning objectives, based on what was taught in class, and they should be done only after students are given time to practice and prepare. They can take many forms but commonly take the following forms:

*Exams
*Presentations
*Papers/essays
*Portfolios
*Projects

Projects can serve as assessments of learning, but projects are often "squishy" and are sometimes an ineffective way to check whether students have met certain learning goals. Tests tend to be less authentic and engaging but tend to provide more accurate information about student achievement of learning objectives.

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Summative Assessment: Overview & Examples

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This focuses on "meta cognitive skills" developed through self reflection and goal setting. It pushes students to consider questions such as the following:

*What type of learner am I?
*What approaches to learning help me learn best?
*What resources are available to me to help me learn more?
*What goals would I like to meet in learning, and how can I achieve them?

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Assessment as Learning | Learning Beyond Letter Grades

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Assessment FOR Learning = formative (Will)

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Assessment FOR Learning = formative (Will)

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This includes all forms of formative assessment. It could take the following forms:

*Diagnostic quiz
*Peer assessment
*Journal writing
*Homework/worksheets
*Making a video
*Completing a writing task
*Answering questions about a reading/video
*Exit card/pass
....Or almost anything else that is not a summative assessment!

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Assessment FOR learning = formative assessment. This could be a diagnostic quiz to be used before a teaching cycle, homework, in-class discussion, or any other assessment that is typically ungraded and used as a way for the teacher to see how the students are doing in learning.

Assessment AS learning = self assessment (NOTE: this is another type of formative assessment). Students look at their own learning in the form of reflections or self evaluations. (This is referred to by some as the "highest form" of learning.)

Assessment OF learning = summative assessment. This could be a project, test, presentation, and/or portfolio. The key is that it is graded (or assessed with a written record) and is used to evaluate the achievement of learning objectives at the end of a "teaching cycle."

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

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Assessment for/as/of Learning  (Included Formative Assessment and Summative Assessment) (Robyn)

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Assessment for/as/of Learning  (Included Formative Assessment and Summative Assessment) (Robyn)

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There are three different types of assessments for learning.

Assessment for learning is to help the teacher and the student clarify and understand the content they are learning.

Examples of Assessment for Learning:

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

includes clear goals for the learning activity

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

Assessment as Learning
This type of assessment comes in the form of the student assessing and monitoring their own learning. It is in the hopes that the student will ask questions and utilize a range of strategies to decide what they know, can do, and how to use the assessment to facilitate their new learning.

Examples of Assessment as 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.

Assessment of Learning
"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. assists teachers in using evidence of student learning to assess achievement against outcomes and standards"

The effectiveness of Assessment of Learning depends on the nature and quality of the feedback.

Examples of Assessment of Learning:

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.

(Exam results, feedback on papers, etc).

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

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Assessment for learning, assessment as learning and assessment of learning are approaches that can be used individually or together, formally or informally, to gather evidence about student achievement and to improve student learning.

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More information on Diagnostic Assessments (Esther)

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More information on Diagnostic Assessments (Esther)

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A helpful website that gives specific examples of what diagnostic assessments look like.

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Diagnostic Assessment

Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner's current knowledge base or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of where students currently stand - intellectually, emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use.

They are often used pre- and post-instruction, where students are given identical pre- and post-tests before and after the course. This method allows instructors and students to chart their learning progress by comparing pre- and post-tests results. Some disciplines, such as physics, have developed a set of diagnostic tests such as Force Concept Inventory opens in new window that can be used by instructors.

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Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic.

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Diagnostic assessment usually occurs at the beginning of learning (i.e. new semester or new unit). It allows a teacher to collect as much information as they can about what students know. Teacher can collect and use data to create a realistic lesson plan that addresses students' learning needs. This type of assessment allows teachers to be efficient by zeroing in on contents that need to be taught. They can also make changes to their lessons by incorporating topics that may strengthen students' knowledge.

Examples of diagnostic assessments include:
a) surveys / questionnaires: possibly asking students what they know, what they hope to learn, etc. This type of assessment can be conducted online

b) Conference/ interview with students

c) Pre-tests (before a new unit)

d) Journals and/or Reflections

https://harappa.education/harappa-diaries/diagnostic-assessment/

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Assessment that covers all previous content taught. Though cumulative assessments are usually done at the end of the year (end of year tests for grades 11 and 12 especially), it can also be done during the school year to ensure students have a recollection of what’s being taught. It provides students with a motivation (or perhaps incentive) to go over previous topics.

A study found that cumulative assessments the were counted in the final grade stimulated students to study more frequently and prevent procrastination (Wouter et al., 2015)

Wouter, K., Janke, S. C., Florentine, M. B., Friso, M., & Rene, T. A. (2015, July). Cumulative versus end-of-course assessment: effects on self-study time and test performance. PubMed. https://pubmed.ncbi.nlm.nih.gov/26077218/

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What diagnostic assessment is and why it is used

Diagnostic assessment is used for informing teachers students' achievement gaps and academic abilities in order to find out what the students specific need. For instance, when we teach a 30 student class, we can not expect everyone is in the same pace, with same prior knowledge. Diagnostic assessment, therefore, comes into play to find out who have pre-requisite skills and who don't. After teachers get data from diagnostic assessment, teacher have clearer idea about the students, how to make lesson plan, and how to differentiate teaching.

Examples of this type of assessment

Use a pre-course test before starting the unit. This pre-course test is used for teacher's teaching reference, instead of grading.

Commercial diagnostics, such as MAP (https://www.nwea.org/) diagnostics in K–12 math, reading, language usage, and science.

Add other information to the mind map that you may find useful such as links, images, or resources.

Resources: https://www.youtube.com/watch?v=H-WEmsuvDsA
https://edulastic.com/blog/diagnostic-assessment/

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Diagnostic Assessment: Examples & Overview

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Formative and Summative should be used in conjuction with one another to ensure best results. When students receive feedback and then a grade it is understood more effectively.

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A representation here showing the meaning of assessment styles, you can have a think of how this resignates with you individually. There is a difference. 

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I think this venn diagram is helpful to understand the differences between both the assessments. Since I teach Phys ed, my assessments are mostly informal formative assessments.

Reference:
Kumari, (January 2018) https://p285745245.wordpress.com/2018/01/12/the-difference-between-formative-and-summative-assessment/

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What the assessment is and why it is used

Ipsative Assessment is the practice of defining a student’s progress based on their earlier work and focuses on progress through their subsequent work. Ipsative assessment uses a ‘personal best’ approach, like athletics, the student’s own progress becomes the benchmark of successful performance. Self-made targets also help students to not only become more self-reliant but aids both parties in identifying where there is more work to do. Students are also more likely to act on ipsative feedback because it is customized and not group comparative. According to Dr. Gywneth Hughes, when students are assessed in this way, ‘they can experience pride in their work and develop a long-term view of learning.’

Fun fact, the word ipsative drives from the Latin ispe meaning “of the self.”

An example of the type of assessment

1: Locate examples of a student’s creative writing. You need an example of their earlier work and current work.

The teacher also creates a record of the ongoing assessment in an electronic database or separate paper file. The record should detail the student’s feedback, improvements, and goals.

2: Ask the student what she considers her weaknesses and then reflects on how she may have improved in subsequent work.

The student’s story structure has improved, as has her grammar. The teacher and student identify a lack of descriptions in her stories and think they are a bit short. The student is to review suitable adjectives to describe her fictional world.

3: Decide on how the student can progress and suggest the next steps.

The student should maintain consistency in story structure and grammar. It is agreed that descriptions for locations and characters will be the main area for improvement for her next submission. Set a date for the next meeting and discussion.

References

Hughes, G. (2014, December 9).   Want to help students improve their work? Mark them on their progress. The Guardian.

Additional links on ipsative assessment

https://www.youtube.com/watch?v=jzvwiCzRxbI

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For the criterion- referenced assessment, It checks the learning requirements and abilities of the students at a particular learning stage.

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In this image there is a clear example to distinguish between Normative and Ipsative assessment. Notice how for the Normative one, the level of agreement or disagreement is the standard and for the Ipsative one has 2 options and they are the opposite.

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LAURA NIETO

It is interesting to revise more specific kinds of assessments such as:

1. Norm-Referenced Assessment
Is aGroup/Demographic Assessment, where teachers compare a student’s performance against certain fixed average national norms, for instance, the average grade in English state-wise.
Moreover, it compares the students’ performance with their peers in a competitive environment. Here, the average grade comparison is with the entire school.

2.Criterion-Referenced Assessment:
These evaluate specific skill-set or knowledge against pre-determined criteria of learning. It checks the learning requirements and abilities of the students at a particular learning stage. These tests evaluate the students on specific goals, objectives, or standards. In other words, it evaluates the entire course curriculum.

3. Ipsative Assessment:
It is the practice of determining a student's progress based on their earlier work. Many assignments and rubrics are designed to measure student work in the normative assessment mode; that is, against a static set of criteria — often necessarily so.

THESE OTHER SPECIFIC ASSESSMENTS,  ARE USEFUL TO GO DEEPER AND OBSERVE IN DETAIL A SET OF SKILLS.
OUR JOB IS TO IDENTIFY WHO SHOULD WE EVALUATE AND WHICH ASSESSMENT IS MORE ACCURATE IN ORDER TO HELP THE STUDENTS TO BE MORE COMPETENT.

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Educators around the world use the term Assessments for the evaluation, measurement, and documentation of academic readiness, skill acquisition, and learning progress of students. This process goes hand-in-hand with the learning process throughout the lifetime of a person.

Assessment is a comprehensive term. It is the assimilation of a plethora of activities that assist with learning. This article demonstrates the concept of assessment, its types, and its importance.

What are Assessments?

Assessments are often mistaken with standardized tests that determine grades and ranks. But, in reality, assessment is an umbrella term that incorporates standardized tests and many other forms of evaluation. It refers to a wide range of methods that educators use to assess learners at different levels of learning.

In other words, assessment refers to the systematic gathering of information that evaluates, measures, and documents the performance of learners to give a clear picture of their academic readiness, learning progress, and acquisition of skills. Moreover, assessments help identify the strengths and weaknesses of the students. This helps teachers modify their teaching techniques according to the students' learning requirements.

Other than providing diagnostic feedback, assessments also motivate students as well as teachers in different ways. Students get a chance to demonstrate their skills and improve through self-assessment, and teachers get directions to help the students perform better in learning through improved instructions.

Types of Assessments

Assessment is vital not just for grading and determining the learners' knowledge base, but also for assessing their abilities to organize and structure the knowledge to apply it to complex situations. Thus, it serves a wide variety of purposes in education.

Some of the most important types of assessments are:

1. Diagnostic Assessment or Pre-Assessment

Diagnostic or pre-assessments happen before the beginning of a lesson, unit, course, or any academic program. They are useful for collecting information about the strengths, weaknesses, skills, and knowledge that the learners possess. Thereafter, instructions are designed as per the learners' requirements.

2. Formative Assessment

These are the in-process assessments that support learning. A teacher administers formative assessment multiple times during a unit, lesson, or course. They are particularly designed for practice. Additionally, the most important function of formative assessment is to monitor learning and provide feedback to modify instructions.

It acts as a form of continuous learning, covering small content areas while also monitoring the learning process. However, such types of evaluations do not assign ranks and grades.

3. Summative Assessment

This type of assessment aims to assess the learning levels at the end of an instructional period. It attempts to measure the effectiveness of learning, the student's proficiency, and their success. For this, this method uses tests, assignments, and projects for specific grading and ranking of students.

Moreover, it measures the knowledge, skills, and attitude of the learners in the long run. Hence, it gives an insight into the students' performance as well as the effectiveness of a teacher's instructions.
(For more information and detailed comparison, read Formative vs Summative Assessment
4. Confirmative Assessment

As the name suggests, confirmative assessment is a way to confirm the effectiveness of instructions a year after the end of an instructional period. The ultimate goal here is to check whether the employed instructional strategies are still successful and that the teaching is accurate. Therefore, they are, most importantly, an extensive form of summative assessment.

5. Norm-Referenced Assessment

In this assessment, teachers compare a student's performance against certain fixed average national norms, for instance, the average grade in English state-wise.

Moreover, it compares the students' performance with their peers in a competitive environment. Here, the average grade comparison is with the entire school. Hence, this assessment is also referred to as Group/Demographic Assessment.

6. Criterion-Referenced Assessment

Criterion-referenced tests evaluate specific skill-set or knowledge against pre-determined criteria of learning. It checks the learning requirements and abilities of the students at a particular learning stage. These tests evaluate the students on specific goals, objectives, or standards. In other words, it evaluates the entire course curriculum.

7. Ipsative Assessment

Ipsative assessment tests track the learners' progress against their previous performance. The learners attempt to improve through comparison with previous results.

This type of assessment considers the fact that comparison with peers is not always a good idea as it might affect their self-confidence. However, comparing with personal previous results helps improve the overall knowledge and personality of the learners.

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Assessments: Different Type, Importance, & More

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Educators around the world use the term Assessments for the evaluation, measurement, and documentation of academic readiness, skill acquisition, and learning progress of students. This process goes hand-in-hand with the learning process throughout the lifetime of a person. Assessment is a comprehensive term. It is the assimilation of a plethora of activities that assist with learning.

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What is the difference between formative and summative assessment? With examples...Dhananjay Kulkarni

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What is the difference between formative and summative assessment? With examples...Dhananjay Kulkarni

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Formative assessment

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. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

a midterm exam

a final project

a paper

a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.