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Norm-referenced assessments compare students to others who have taken the same test. Students pass norm-referenced tests by performing better than a given percentage of others who took the same test.

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Formative assessments are small, simple ways to measure a student's or class's grasp on the concept they are currently learning, see if there are any learning gaps, and if the teacher has any gaps in his/her instruction.

We use this type of assessment to help us as teachers know where to take our lessons, whether to revisit certain points, modify our lessons for higher or lower levels, go into greater detail on certain points, or to move on to the next concept.

Some very simple formative assessments may include "thumbs up, thumbs down," entry and exit tickets, 1-on-1 conferences, and "turn and talk."

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Since I am a first grade teacher to students who are just learning English, it is hard to make formative assessments that involve writing and sometimes even speaking. I usually stick to simple ones like "thumbs up, thumbs down" and asking simple questions I know my students will understand. I will also do 1-on-1 conferences so I can have a better understanding of how much my students are learning and grasping. These conferences might include reading simple sight words, spelling words out, finding mistakes in sentences, etc.

I like that this article suggests using emojis to show what the students thought of the lesson. That would be very useful for lower level students to show me how they feel overall about the lesson.

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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There are various types of assessment but diagnostics is often known as pre-assessment.

Diagnostic evaluation is a test given to children prior to instruction, in order
to identify students' developmental strengths and weaknesses.  The pre-test should be designed to assess the students' prior knowledge and skill sets with regards to the lesson that will be taught, and it should be un-graded and low-stakes.  Diagnostic evaluation ensures that learners are sufficiently challenged and identifies children who will need extra help.  Diagnostic testing should be used before each literacy lesson, and utilized to guide instruction and develop an effective differentiation plan.

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Formative Assessment (Strategic Assessment System, Part 1)

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Summative assessments are given after students to check their understanding and proficiency of a concept they have already learned.

These assessments might be given in the form of a test, project, presentation, or essay. They are generally graded to show how well the student understood and was able to execute the given task.

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Summative Assessment (Strategic Assessment System, Part 3)

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This video is lengthy but has a lot of great information. It talks a great deal about not "grading" in formative assessments, but measuring in a more effective and informative way without it becoming a "marathon" each and every class. Just as an athlete training for a marathon, it is not practical to run a marathon every day to improve your marathon running. You need to break your training down into smaller, more easily handled parts.

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Daisy Christodoulou, Director of Education, No More Marking Learn more about our conference 'Questioning Questions: effective learning - how can assessment help?' here: http://www.cambridgeassessment.org.uk

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Assessment Of is often referred to as Summative Assessments in the education world. As the title suggests, it as an assessment of the student's learning, usually indicative of an assignment or test that seeks to determine the level of the student's understanding or proficiency of the subject.

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Assessment For can also be referred to as Formative Assessments. These types of assessments are for learning, which means they are tools for gauging a student or class's comprehension or proficiency in a subject. They can provide data driven instruction to bridge any informational gap throughout each lesson and should be used frequently during class. Essentially, it's a feedback loop for teachers to evaluate and reinforce lessons if necessary.

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This website contains a wealth of information that answers any questions or misconceptions about what AFL is. There are also good examples of how to help students realize where there are, where they want to be, and how they will get there. There's even suggestions as to how long a teacher should wait before taking question from a student or how different feedback types affect the learner.

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Assessment for learning in practice

AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them.
We are going to look at five approaches or strategies that you can use in a lesson or programme of study.

1. Questioning
Questions are a quick and important way of finding out what your learner understands about a subject. You can use this information to plan their teaching.

There are two main types of question: closed and open.

A closed question requires a short answer, such as remembering a fact. The answer is usually right or wrong.
For example, a Geography teacher might ask: 'What is the capital of Peru?'

On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. Mary Rowe suggests that increasing 'wait time' to three seconds improves the quality of answers.

One way to help increase 'wait time', and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. This immediately gives you feedback about who understands, who does not, and therefore what the next steps in the learning might be.

A good strategy to use if a learner gets the answer wrong is to make this into a positive event. You could say: 'I'm glad you said that, as I'm sure lots of other students have the same misunderstanding.'

In an AFL classroom, finding out what learners do not know is as valuable as finding out what they do know. This knowledge will help you to see what material your learners need to spend extra time on to make sure that they all understand.

Open questions need longer answers, and often require the learner to provide an opinion.
E.g. A Physics teacher might ask: 'What will happen to the flow of water through a hose pipe if a smaller nozzle is fitted to it? Explain how this relates to the study of voltage, current and resistance in a simple electric circuit.'

Open questions like this allow all learners to try to answer the question and be part of a discussion. You can then facilitate this discussion, asking questions to develop the discussion such as 'Tell me more about that' and 'Why do you think that?'

'Dialogic teaching' is a term that describes on-going talk between teachers and learners, which leads to effective learning. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings.

Reflection
Watch the video of a teacher talking about how he uses questioning. Do you use any of these techniques in your own classroom?
Transcript
Want to know more?
This video shows good use of closed questioning. How would you adapt this for your own classroom?

2. Feedback
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the 'bridge' between teaching and learning.

The aims and objectives of any assignment must be clearly understood by both the teacher and the learner. You can help by providing 'success criteria' before your learners start work.

Feedback might involve marking. However, a learner may only remember the mark/grade and not act on any comments to improve their work. In an AFL classroom, a teacher will give 'comment only' feedback on their learners' work. If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. Effective feedback depends on task-focused comments, rather than ego-focused comments.

Here is an example of ego-focused feedback: 'Great work Melanie, the best in the class.' This kind of feedback can make strong learners complacent, thinking that they do not have anything to do to improve. They might also be scared of trying something they find difficult in case they lose their high place. Weak learners can feel as if there is nothing they can do to get better.

You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning.
E.g. 'Ali, you have written a good introduction to your story. Now, can you think how you can make the description of the main character more striking?'

Reflection
Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific. What might you have done differently?

Want to know more?
In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback.

There are some good examples of how to give effective feedback in different subject areas on http://www.teachthought.com.

In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.

3. Peer assessment or peer feedback
Peer feedback, or peer assessment, is the process by which learners assess each other's work and give each other feedback. This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills.

Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically.

A successful peer feedback session requires learners to 'think like a teacher' for each other. Each learner will apply the success criteria to another learner's work, and make value judgements based on these. The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work.

At primary school level, the theory behind AFL is the same, but the tasks might be different, to reflect the different stages of the pupils' cognitive development. For example, learners could use pictures to describe positive and negative aspects of the work.

Reflection
Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learner?
Transcript
Want to know more?
In this video, learners explain what they like about peer feedback.
Transcript
4. Self-assessment
'Students need to learn for themselves how they move up to the next level ... they need to internalise the process. Learning cannot be done for them by the teachers.' (Mary James, 1998)

In self-assessment a learner evaluates their own work, and thinks about their own learning. This helps them to make sense of what the teacher says, relate it to previous learning and use this for new learning. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. However, be aware that learners cannot become reflective learners overnight. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this.

"Students need to learn for themselves how they move up to the next level."

Introducing learners to self-assessment
When you introduce self-assessment to your learners, carefully guide the process. To start with, give learners a list of questions to ask themselves, and write down the answers. Starting a 'learning log' or 'reflective journal' is good practice. This is a notebook in which the learner documents their recent experiences, asking themselves questions such as:
'What made sense and what didn't?'
'How does this subject fit in with what I already know?'
'What did I do well and what could I have improved?'

Ideally, you will talk to each of your learners individually to guide their thinking until they feel comfortable with the process. Self-assessment is an activity which requires one-to-one tutorials to be fully successful. In these short sessions, you can ask questions to help your learners to reflect on their studies.

Having thought about how their work could be improved, your learners can then set themselves targets to make their work better. These targets can cover any aspect of learning, from time management to asking more questions in class if they do not understand something.

5. The formative use of school tests and exams
This 'Getting started' guide has focused mainly on formative assessment strategies and checking learning in the classroom. However, learners often have to take summative school tests such as end-of-year exams or final exams.

Return marked test or exam papers to learners, so that they can spend time understanding where they earned most marks and where they had misunderstandings.

After the exam or test, find out which questions were answered less well by most learners. This will give you important information about what subjects, ideas and skills your learners need to work on. You can then focus on explaining the areas of the syllabus that gave problems to most learners. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity.

www.headguruteacher.com explains in more depth how internal school tests and exams can be used to maximise learning.

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Getting started with Assessment for Learning

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AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1.

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Assessment As refers to a type of formative assessment that puts students are the forefront of managing their own learning. Students will assess their own comprehension and/or proficiency, methods that suit their own needs for improvement, and future strategies for learning new materials. It requires the learner to be proactive, an effective feedback loop with the teacher, clear end goals, and peer reviews. This can be capitalized best in older students but can also be applied with younger students as well.

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If there is still any confusion or skepticism for AFL, this video will help address those issues. It discusses the necessity of AFL in the classroom and how to apply it properly. If done well, the effect size can be huge.

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Dylan William: What do we Mean by Assessment for Learning?

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AAS is probably the most obscure and misunderstood of the three. Here is a video that compares all three with animated classroom examples.

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While researching this module. it seems to me that summative assessments have a bad reputation among modern teachers. Due to their nature, they do possess some serious drawbacks that have been observed over time. However, this doesn't always have to be the case since they still fill an important role. About halfway down on the website, there are great examples to make AOL more engaging while also hedging some of the drawbacks.

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I love these three ideas for summative assessments. Paper writing is great for upper grades, but I love the idea of portfolios for all grades and they can be used for multiple subjects. Exams are also possible for all grade levels, and I like that it gives specific guidelines for creating exams.

Within this article, they also link in some useful resources for student papers and examinations.

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Papers are a useful assessment technique when you want to analyze higher-level thinking and understanding of class material. Consider this method if you want to see your students practice analysis, application of the material in the form of an argument or thesis, interaction with conflicting perspectives, or flex their own creativity with respect to course material.

When assigning papers, it's important to keep in mind the amount of reading and feedback needed. Overloading yourself may lead to delayed feedback to students in addition to personal frustration.

For a more creative version of an academic paper, consider allowing students to use sources outside of only peer-reviewed articles and studies.

Remember, you know your field. Perhaps bring in an expert or relevant scholar to help inspire students before they write their papers. If you know the author of a book you are using in your teaching, see if you can have them visit your class using Zoom. This provides students an opportunity to hear another voice of authority and ask questions or get inspiration.

When constructing your paper, be sure to give clear grading guidelines. Creating a rubric for both yourself and your students will help alleviate the pressure when it comes time to grading for you or writing for them as you are giving them the key to success.

If you have assigned papers before, consider handing out an exceptional sample paper turned in by a previous student. This will give your students a target to aim for.

When you are doing your course design, consider breaking up the stages for your students, and assigning each separately. this will help them create a better paper with less stress and give you better papers at the end so you're not overwhelmed with avoidable errors. For example, assign an annotated bibliography, outline, thesis draft, rough draft, and final assignment.

Washington University in St. Louis' writing assignment sequence video can be a helpful resource when adding writing assignments into your curriculum design.

Washington University in St. Louis' effective writing video can assist in designing assignments that help students produce the best work possible.

The following resources address both online and in-person classes. However, most in-person techniques have online adaptations and if you'd like assistance, please let us know.

Resources from other institutions
Student Portfolios, Physical, and Electronic:

A portfolio can be a good, creative summation tool for the student's work over the course of a semester.

Portfolios can be used to show the growth of the student as well, this can allow you to see how well the student is learning and implementing the material. Through looking over the student's progress, you are able to see their competency exiting the course.

Additionally, students can gauge their own successes in the course, building confidence while allowing them to analyze their own performance and growth.

Depending on what you want to observe, you will need to decide early on if you want a physical or electronic portfolio. If most portfolio works are translatable to paper, the choice could make less of an impact. However, if you want students to have the option to include other media (ex. music, video, websites), an electronic portfolio is preferable.

Grading this form of the assignment should heavily weigh on the progress of the student over the course with details left up to the instructor.

Examinations:

Examinations can come in many different forms and the most important first step is to figure out what types of questions will best help you see whether students understand course concepts in the way you intend. Some examples of question types include the following: essay, problems to be solved, multiple-choice, completion (fill-in-the-blank), matching, and short answer.

Regardless of the question types, it is important that they are clear and straightforward. While this applies to the material after your exam is written it should also apply to your layout. Do the questions make sense and are they presented in a way that is not confusing? Remember, just because it's straightforward to you, doesn't mean it's always going to be straightforward to the student.

Be sure not to include questions that require knowledge or skills that have not been taught in the course. Problems should often be constructed based on examples and exercises practiced in the course with graduating difficulty.

Do not overload your exams! Make sure the amount of work you are requiring from your students is possible to complete in the exam time.

Avoid double jeopardy. If your exam question relies on a correct answer to a previous exam question, try reworking it so the problem is fresh and independent of other test material.

After writing your exam, give your mind a break before revisiting to classify what kind of questions you've written. For example, are they: translation, application, synthesis, evaluation, interpretation, or recall questions? Figuring this out will help you ensure you have a well-rounded exam.

Be sure your exam is fair. By considering the material your exam is covering, the types of questions you are asking, and the ability your students will have to complete their exam, you can double-check to be sure you are not favoring a specific group of your students and that everyone has a fair chance to succeed.

A second opinion can be useful. If you have a trusted peer, or better, a teaching assistant, for your course, ask them to review the exam.

After tests are graded and returned, keep the exam for your records. It can always be helpful as a reference for future classes.

If you are more focused on multiple-choice, consider Vanderbilt's multiple choice question guide.

If you are interested in using exams as a learning tool, consider Vanderbilt's test-enhanced learning guide.

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Papers are a useful assessment technique when you want to analyze higher-level thinking and understanding of class material. Consider this method if you want to see your students practice analysis, application of the material in the form of an argument or thesis, interaction with conflicting perspectives, or flex their own creativity with respect to course material.

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This article goes over some material brought up previously, but also looks at summative assessments for online learning or eLearning. It covers 3 basic elements of eLearning summative assessments: 1. Make the grading rubric available in advance. 2. Use a wide range of assessments. 3. Measure the security on objective-based tests.

I love the idea of using a wide range of assessments. I didn't actively consider before that you shouldn't only give one type of assessment throughout the year since some students may have trouble with a certain kind of assessment. For example, there are students who perform very well in class but get test anxiety and so perform poorly on tests. To accommodate, different kind of assessments should be used throughout the year.

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The purpose of evaluations and assessments is to determine whether or not the learners have achieved the desired level of proficiency of given learning objectives in a module or at the end of the eLearning course.

For instructional designers, formative evaluation is the process of collecting data to improve the effectiveness of the instruction (and your design).

Whereas, summative evaluation is the process of collecting data to make decisions about the continued use of instruction (and your design).

Summative assessments provide the learners with how well they are doing, in contrast to formative assessments, which identify specific areas that need improvement during the course.

Summative evaluation and assessments involve determining whether the learners have the potential to meet the organization's defined instructional needs, such as:

Evaluating whether the organization's instructional needs and the current instruction match

Evaluating the completeness and accuracy of the instruction

Evaluating the instructional strategy contained in the instruction

Evaluating the effectiveness of the instruction

Determining the learner's satisfaction with the instruction

This article will teach you 4 different types of summative assessments and evaluations for instructional designers and online learning development. Then you will learn tips on how to effectively integrate them into an eLearning course.
Detailed written response from the learner is often less easier to replicate compared to objective-based testing. This type of assessment also assesses the learners' higher order thinking skills.

2. Objective-Based Assessments

Objective-based tests in an eLearning course can consist of:
It is important to mention, however, that in eLearning, instructional designers should use objective-based assessments with caution.
This form of testing is much easier for the learners to cheat. In the eLearning & Instructional Design for Beginners Mastermind you will learn some ways that can help prevent some common issues instructional designers face with objective-based assessments online.

Through the use of portfolios, learners can compile important output throughout the eLearning course in an organized format using a website.

The portfolio can then be assessed at the end of the term.

Learners can also create a portfolio that is comprised of entirely new work that is used to determine their final assessment grade.

An online presentation discusses a specific topic in which the learners often share in a discussion forum.

The presentation should be expected to show mastery of the given subject, determining whether the learners have mastered the learning objectives.

3 Tips for Using Summative Assessments in eLearning

1. Make the grading rubric available in advance.

Prior to giving the learners their summative assessments, it is important to make sure that they know what is to be covered and how it will be graded.

The learners should be provided with the grading rubric and criteria in advance.

2. Use a wide range of assessments.

Every learner has different learning needs and should be provided with a variety of types of materials and activities to learn the content effectively.

Some learners require more interactive assessments, while others might struggle with communication skills, which gives them insignificant strength in report or essay exams.

3. Measure the security on objective-based tests.

Even when tests are not proctored, instructional designers can set deployment features to increase the security of tests.

The first security measure is to hide the test until the release date and make it only available to the learners who have a correct password.

Next, you can limit the time the learners see test items once the test has begun. Typically, 1 minute per multiple-choice item is sufficient for learners who have studied for a test.

To reduce the possibility of the learners getting answers from other learners in the course, you can develop item sets. These sets have items with similar content, but are asked in a different manner or cover a slightly different aspect of the concept.

Try to create assessment items that require higher-order thinking, so that answers are not found on the internet.

When designing summative assessments, remember to state clearly the expectations for honesty and the consequences of breaking the policies. Learners, designers, instructors, programs, and corporations all benefit from the use of well-designed summative assessments.

The different types of summative assessments discussed in this blog will enable you to give your eLearning course and instructional design a good evaluation if your learners met the objectives of your course.

But if you want to design the for your learners in your eLearning course and ID, learn how in the best summative assessment eLearning and Instructional Design for Beginners Community .

The eLearning & Instructional Design for Beginners Mastermind has everything you need to start, grow, and advance a career in instructional design and create online courses!

The Mastermind is a group of hundreds of people from all over the world, working together to build better futures for their families and each other!

CLICK HERE TO JOIN TODAY

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Summative & Evaluation Assessment Strategies for Instructional Design

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The purpose of evaluations and assessments is to determine whether or not the learners have achieved the desired level of proficiency of given learning objectives in a module or at the end of the eLearning course. For instructional designers, formative evaluation is the process of collecting data to improve the effectiveness of the instruction (and your design).

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A 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.

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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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Benefits of Diagnostic Assessments

Indicate students' prior knowledge.

Assess the learning that has occurred during a teaching/learning session.

Can help instructors adjust content and activities to encourage more effective learning.

May make the teaching/learning process more efficient and effective by zeroing in on content that needs to be taught and mastered.

Can help students understand the value of a lesson, module, or entire course.

Can point out to students the gaps in student’s reasoning and misperceptions about subject matter.

May motivate students to seek accurate information and practice.

Demonstrate to students that their instructors care about them as people and about their success as learners.

https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/5_assessment_diagnostic.html

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Diagnostic Assessment: Examples & Overview

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Performance based assessment allows students to demonstrate their knowledge and skills by creating products, synthesizing or evaluating information, or participating in discussions or debates.  It requires students to be active participants in the learning process by
requiring the students to demonstrate their knowledge instead of just regurgitating facts.

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Criterion-referenced assessments are based on content-based expectations. Students pass criterion-referenced tests by obtaining a score in excess of a predetermined cutscore.

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Criterion-referenced vs Norm-referenced Test - Professional Education

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Criterion referenced evaluation should give everyone in the class a fair chance to earn an A, because the test is based on the objectives set out for the class.; in other words, the students are being tested on what was taught.  Criterion-referenced assessment uses objective questions to assess student's basic knowledge and comprehension.

Students Are Assessed Independently; Their Performance Isn’t Compared To That Of Another Student

The Focus Is Student Learning Rather Than Scoring Well (Grades)

The Assessment Criteria Are Fixed

It Usually Delivers Quick Results

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Norm-Referenced Evaluation. Norm-referenced evaluation is based on comparing student achievement to that of others.

It is important to use norm referenced assessments, better known as standardized tests, to determine how the children in the class are comparing to other children in different classrooms, and other schools, counties and states.  Schools use the results of norm-referenced evaluation to make general decisions regarding school structure and budgeting.

Teachers can use their children's scores cautiously to find elements that might be missing from their instruction. For example, if the whole class missed a question about sentence structure, the teacher would know she needs to place more instructional focus on sentence structure.  However, standardized tests are not the most valid means for assessing students' true abilities because many children suffer from test anxiety and others do not test
well.

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Examples of Norm-Referenced Assessments

Norm-referenced assessments are used when the goal is to rank test-takers in relationship to their peers. Another benefit in norm-referenced assessment is that it makes up for errors in test development. Results are not compromised if a test is too easy or too hard, because testers are being compared to others and not merely to the testing tool.

Examples of norm-referenced tests include:

School readiness assessments Assessments used to test academic readiness and academic skill level are often norm-referenced, such as the Woodcock-Johnson Test of Achievement, the Peabody Individual Achievement Test, and the Brigance Comprehensive Inventory of Basic Skills.

Learning disability screenings Psychologists screening for learning disabilities often include IQ tests such as the Wechsler Intelligence Scale for Children (WISC) and Stanford Binet Intelligence Scale, both of which are norm-referenced.

College entrance exams
The SAT, ACT, and others are norm-referenced tests used in college admissions. Program-specific entrance exams such as the LSAT for law school can also be norm-referenced.

Mental health screenings
Numerous screening tools are available to practitioners and are selected based on the needs of the individual being tested.

Baby growth percentile rankings
The growth charts used by pediatricians to assign a percentile ranking to a baby's height, weight, and head size are based on norm-referencing because they compare a child's size to that of other children of the same age.

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Types of Criterion Referenced  Assessments

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Types of Criterion Referenced  Assessments

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1. Questionnaires And Surveys
These Could Be About The Following: The Number Of Children Served, The Number Of Children Handled By Their Respective Language Groups, Or The Usual Level Of Schooling Of Parents. Expected Replies Are On A Scale Of 1 To 5 On An Observation Form Or Survey, Etc. This Information Can Be Scored And Examined.

2. Multiple-Choice Questions
In This Type Of Criterion-Referenced Test, Multiple Choices Follow A Single Question. There Is Only One Answer And The Scores Depend On The Number Of Correct Answers Chosen.

3. True Or False Questions
In This Format, A Given Sentence Can Either Be True Or False. The Student Might Be Asked To Select The Correct Statement Or The False Statement, Or State Whether The Given Statement Is True Or False.

4. Open-Ended Questions
In This, The Student May Be Asked To Write A Short Answer Or An Essay Or Summarize A Passage. It May Also Include A Combination Of Different Question Types.

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The criterion-referenced test definition states that this type of assessment compares a student's academic achievement to a set of criteria or standards. This norm or criteria is established before candidates begin the test.

Usually, schools or districts set the standard as a percentage. The test-taker's score shows how far they've progressed toward the approved standard. If they miss the mark, they must work harder.

A good example is measuring your body temperature. The accepted normal level is 98.6 degrees Fahrenheit. If your temperature is too high in comparison, you are running a fever.

Criterion-referenced evaluations are used in schools to examine specific knowledge and abilities that students have most likely gained. This determines how close they are to mastering a standard. They allow teachers to assess how they can assist students improve in specific areas. Criterion-referenced evaluations will show you where your learners are in terms of an accepted standard, allowing you to tailor instructions and assistance for students. Criterion-referenced assessment examples include driving tests, end-of-unit exams in school, clinical skill competency tools, etc.

Now that we know the purpose of criterion-referenced tests, let's go over the key features of this assessment type.

Characteristics Of Criterion-Referenced Test

The criterion-referenced test is characterized by the following:

Students are assessed independently; their performance isn't compared to that of another student

The focus is student learning rather than scoring well (grades)

The assessment criteria are fixed

It usually delivers quick results

Types Of Criterion-Referenced Tests

Criterion-referenced tests are mainly of the following types:

1. Questionnaires and surveys

These could be about the following: the number of children served, the number of children handled by their respective language groups, or the usual level of schooling of parents. Expected replies are on a scale of 1 to 5 on an observation form or survey, etc. This information can be scored and examined.

2. Multiple-choice questions

In this type of criterion-referenced test, multiple choices follow a single question. There is only one answer and the scores depend on the number of correct answers chosen.

3. True or false questions

In this format, a given sentence can either be true or false. The student might be asked to select the correct statement or the false statement, or state whether the given statement is true or false.

4. Open-ended questions

In this, the student may be asked to write a short answer or an essay or summarize a passage. It may also include a combination of different question types.

Criterion-Referenced Test Examples

Regardless of how other students perform, criterion-referenced tests convey a statement about how well a student does. Here are a few criterion-referenced assessment examples:

1. Advanced placement exams:

Advanced placement is a college-level curriculum and examination program offered to high school students in the US by the College Board. Students who perform well in the exams may be given placement and course credit by American colleges and institutions. A panel of specialists and university teachers in that field of study creates the AP syllabus for each of the various topics for the College Board. To earn the certification, a high school course must be audited by the College Board to ensure that it meets the AP curriculum as outlined in the Board's Course and Examination Descriptions (CED).

2. National Assessment of Educational Progress:

The National Examination of Educational Progress (NAEP) is the most comprehensive and globally representative evaluation of what students know and can perform in a variety of topics in the US. NAEP is a federally mandated initiative run by the National Center for Education Statistics (NCES), which is part of the US Department of Education's Institute of Education Sciences (IES). The NAEP findings are published as The Nation's Report Card and should give group-level data on student accomplishment in several topics. Individual pupils, classrooms and schools have no results. Gender, socioeconomic class and ethnicity are among the demographic groupings for which NAEP gives findings.

Advantages and Disadvantages

The criterion-referenced test has the following advantages:

1. Specificity

There is a defined goal that's being evaluated. A single item corresponds to a particular aim, and there's no ambiguity about what you're being tested on. This also makes the test reliable.

2. Topic Expertise

Criterion-referenced evaluation helps students do well in academics by tracking their progress. . You can customize test items to meet specific requirements. You can assess the student's knowledge and understanding of the issue using a criterion-referenced test .

3. Controlled On A Local Level

In most cases, these tests happen in the classroom. So, the teacher can quickly determine whether the students have met the standard, and plan the next course of action.

A few drawbacks of the criterion-referenced assessment are:

Many instructors and administrators are undertrained, so they can't maximize on test results

Some tests can be time-consuming and expensive

They cannot be generalized beyond a certain point

Students may take undue advantage by gaining prior access

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Criterion-Referenced Test: Definition, Examples, and Types

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The criterion-referenced test definition states that this type of assessment compares a student's academic achievement to a set of criteria or standards. This norm or criteria is established before candidates begin the test. Usually, schools or districts set the standard as a percentage. The test-taker's score shows how far they've progressed toward the approved standard.

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Advanced Placement (AP) Exams

Advanced Placement Is A College-Level Curriculum And Examination Program Offered To High School Students In The US By The College Board. Students Who Perform Well In The Exams May Be Given Placement And Course Credit By American Colleges And Institutions.