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by TeachThought Staff

What are the types of assessment for learning?

And more importantly, when should you use which? If curriculum is the what of teaching and learning models are the how, assessment is the puzzled 'Hmmmm'-as in, I assumed this and this about student learning, but after giving this assessment, well....'Hmmmmm.'

In The Difference Between Assessment Of Learning And Assessment For Learning, we explained that "assessment for learning is commonly referred to as formative assessment-that is, assessment designed to inform instruction." Below, we identify types of assessment of learning-very briefly, with simple ways to 'think about' each so that you hopefully wake up with a better grasp of each type.
6 Types Of Assessment Of Learning 1. Diagnostic Assessment (as Pre-Assessment)
One way to think about it: Assesses a student's strengths, weaknesses, knowledge, and skills prior to instruction

Another way to think about it: A baseline to work from

Tip: Done at the beginning-of the school year, beginning of a unit, beginning of a lesson, etc.

See also What Is Project-Based Learning?
2. Formative Assessment
One way to think about it: Assesses a student's performance during instruction, and usually occurs regularly throughout the instruction process

Another way to think about it: Like a doctor's 'check-up' to provide data to revise instruction

Tip: Using digital exit ticket tools like Loop can be an easy means of checking whether students have understood lesson content, while also promoting student reflection.
3. Summative Assessment
So what are the different types of assessment of learning? The next time someone says 'assessment,' you can say "Which type, and what are we doing with the data?" Summative assessment, for example.

One way to think about it: Measures a student's achievement at the end of instruction. It's like talking to someone about a movie after the movie is over. : )

Another way to think about it: It's macabre, but if formative assessment is the check-up, you might think of summative assessment as the autopsy. What happened? Now that it's all over, what went right and what went wrong?

Tip: By using measurements of student performance, summative assessments can be useful for teachers to improve units and lessons year over year because they are, in a way, as much of a reflection on the quality of the units and lessons themselves as they are the students.
4. Norm-Referenced Assessment
One way to think about it: Compares a student's performance against other students (a national group or other 'norm')

Another way to think about it: Place, group or 'demographic' assessment. Many standardized tests are used as norm-referenced assessments.

Tip: These kinds of assessments are useful over time in student profiles or for placement in national-level programs, for example.
5. Criterion-Referenced Assessment
One way to think about it: Measures a student's performance against a goal, specific objective, or standard

Another way to think about it: a bar to measure all students against

Tip: These can be a kind of formative assessment and should be integrated throughout your curriculum to guide the adjustment of your teaching over time. Mastery or competency-based learning would use criterion-referenced assessments.
6. Interim/Benchmark Assessment
One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments. A benchmark assessment is a type of interim assessment so it could be useful to think of them as distinct even though they function in a similar way.

Another way to think about it: Bar graph or chart growth throughout a year, often against specific 'benchmarks'

Tip: Benchmark assessments can be useful for communicating important facts and data to parents, district officials, and others to, among other goals, inform the allotment of resources (time and money) to respond to that data.
6 Types Of Assessment Of Learning

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From formative and summative assessment to criterion-referenced and benchmark assessment, each type of assessment has a unique function.

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Testing, Assessment, Evaluation, and Standards

Achieve

Buros Center for Testing

CRESST (National Center for Research on Evaluation, Standards, and Student Testing)

ETS Test Collections

National Assessment of Educational Progress

National Assessment Governing Board

National Board for Professional Teaching Standards

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How four simple words can solve education’s biggest problem | Mark Barnes | TEDxUrsulineCollege

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I am reading some astounding posts, critical analyses, and literature reviews.  Thank you for your hard work and responses to feedback from me and to one another!  Remember that each assignment will require citations, whether it is verbal (podcast) or written as in the critical analysis.  In the literature review, you will want to err on the side of " over" citing, while on the critical analysis you should point out what is not there, missing, or maybe inaccurate according to a different author or study or perhaps your own experiences.   One last thing, remember in the critical analysis to include your own experiences and real-world scenarios that apply to the standard studied within the module as you analyze the sources.  I am hoping to see additional research sources within Module 2 that could challenge the resources provided, as that is what research is all about! 

All the best,

Dr. Ramey 

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Exemplar Alternative Summative Assignment - Multi-modal

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Exemplar Alternative Summative Assignment - Multi-modal

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Heather Bartlett EDA-70000-OL21-Instructional Program Leadership and Assessment Dr. Jackie Ramey November 2, 2020 Standard Standard #2 Teaching and Learning Education leaders have the knowledge and ability to ensure the success of all students by promoting a positive school Plan

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The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research

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A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model indicate a medium effect (d = 0.48) of feedback on student learning, but the significant heterogeneity in the data shows that feedback cannot be understood as a single consistent form of treatment. A moderator analysis revealed that the impact is substantially influenced by the information content conveyed. Furthermore, feedback has higher impact on cognitive and motor skills outcomes than on motivational and behavioral outcomes. We discuss these findings in the light of the assumptions made in The power of feedback (Hattie and Timperley, 2007). In general, the results suggest that feedback has rightly become a focus of teaching research and practice. However, they also point toward the necessity of interpreting different forms of feedback as independent measures.

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Conversations with Ethan

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Exemplar - Alternative Summative Assignment - Proposal

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Exemplar - Alternative Summative Assignment - Proposal

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annotated-Alternative Module 1 Summative Assignment Proposal

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What videos/articles should I cite this week?

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What videos/articles should I cite this week?

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John Hattie is the master to inform educators on data to support "what works"; listen to Hattie as he explains why are so many teacher and schools successful - his response might be surprising. Andreas Schleicher on TED describes how we can use data to improve schools from an international perspective while Craig Sower takes a different approach and cautions us all about how educational data might be used.

EL Education (formerly known as Expeditionary Learning) embeds character education into its curriculum. EL claims to stress high standards, empower teachers, and challenge students.  Further, in the article "Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course" authors Boesdorfer, Baldwin, and Lieberum used assessment scores and student opinion surveys to evaluate the use of standards-based grading.

Videos:

Why are so many of our teachers and schools successful? John Hattie (16 minutes 40 seconds)
(Links to an external site.)

Minimize Video

Use data to build better schools, Andreas Schleicher 19 minutes 36 seconds
(Links to an external site.)

Readings:

Common Core's Panopticon: The Freedom to Teach or Be Imprisoned by Data
(Links to an external site.)

Optional - inBloom to Shut Down Amid Growing Data-Privacy Concerns
(Links to an external site.)

https://eleducation.org/resources/cp-37-ensuring-high-quality-instruction
(Links to an external site.)

(Links to an external site.)This first link focuses specifically on high quality instruction and discusses standards based grading; the second link involves EL Education links to the EL model: Curriculum, Instruction, Culture and Character, Assessment, and Leadership

There are 9 links that will link out to a new EL page, where you can download different resources. There are also links to related resources. So there are many pdfs to read throughout.

Boesdorfer et al.'s article "Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course"

Emphasizing Learning.pdf
Download Emphasizing Learning.pdf

These are the same readings for the discussion post so use this writing as a guide for what you may want to say for your post.

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Common Core's Panopticon: The Freedom To Teach Or be Imprisoned by Data

Standards-Based Grading.pdf

Teaching with the end in mind.pdf

Forum Guide to Education Data Privacy

Seven Practices for Effective Learning

Grading for Growth:  Using Sliding Scale Rubrics to Motivate Struggling Learners
(Links to an external site.)

Questioning Points and Percentages: Standards-Based grading practices to enhance learning and teaching
(Links to an external site.)

Why are so many of our teachers and schools so successful? John Hattie at TEDxNorrkoping
(Links to an external site.)

Andreas Schleicher: Resources

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It is difficult to reply to posts when one person is posting. I will take that into consideration when grading the posts!

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Time to shift away from standardized learning?

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Time to shift away from standardized learning?

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Time to Shift Away from Standardized Testing?

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Vol. 79 No. 1 Abstract Time to Rethink Testing Alternatives to the Standard A Better Future In this pandemic era, it may be time to consider alternatives less mired in historical complications. Abstract Time to Rethink Testing Alternatives to the Standard A Better Future The history of standardized testing in the United States is complicated.