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What/Why: Way for teachers to understand how much students are learning while they teach so they can adjust their teaching strategies accordingly, AKA assessing for learning

Example: Asking questions mid-lesson

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What/Why: Method for teachers, parents, students, school-level administrators and district leaders can see how much students have learned (usually via a grade/score) at the end of a certain interval of learning, AKA assessing of learning

Example: Final semester exam

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What/Why: Method whereby students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning

Example: Peer assessment

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What/Why: Assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction, primarily used to diagnose student difficulties and to guide lesson and curriculum planning

Example: Testing conducted for placement of students into groups based on existing ability/knowledge

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What/Why: The application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students

Example: Group projects

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Entry and exit slips: At the beginning and end of class, students have the opportunity to show what they remember. Entry slips allow for students to show the knowledge and skills that they are brining into the classroom which the teacher can leverage through instruction. Exit slips allow for students to recall content presented by the teacher and even apply skills / knowledge introduced by the teacher.

Quizzes and Polls: This is a great way to gauge the extent to which students can recall information.

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Hands-on Performance Task: At the end of a unit, teachers can engage students to demonstrate how they apply the skills and knowledge gained. For example, application of probability in math. Here’s an activity: https://www.insidemathematics.org/sites/default/files/materials/fair%20game.pdf .

Group Project: At the end of a unit, teachers can have groups of students work together to create, build or solve. Group projects also enable students to demonstrate their application of skills and knowledge while building and demonstrating their own social and emotional skills as they deal with team dynamics. Conflict resolution skills can be gauged through group work.

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Assessment of Learning VS. Assessment for Learning

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Assessment of Learning VS. Assessment for Learning

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According to Siedlecki (2012), assessment of learning involves looking at assessment information at the end of the teaching and learning process to rank students' achievement levels against a standard whereas assessment for learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy.

Source: Siedlecki, J. (2012). Education Testing Assessment of Learning Versus Assessment for Learning. Retrieved: https://www.dell.org/insight/education-testing-assessment-of-learning-versus-assessment-for-learning/#:~:text=Assessment%20OF%20learning%20involves%20looking,achievement%20levels%20against%20a%20standard.&text=Assessment%20FOR%20learning%20embeds%20assessment,to%20constantly%20adjust%20instructional%20strategy .

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Reflective Journaling: This allows for teachers to get an idea for students’ thinking and learning while helping to establish and maintain a relationship with students. It’s a tool that can empower students to assess their own learning.

Concept Maps: This allows for teachers to get a visual idea for students’ thought process as the concept map gives students the opportunity to organize and structure information and the relationships between them. It can serve as a good starting point for teachers to have a conference with students on their understanding.

Source: The use of concept maps for assessment. Retrieved:
https://www.ucd.ie/teaching/t4media/concept_maps_assessment.pdf

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According to McTighe & Ferrara (1998), There are three types of authentic, performance-based assessment: products, performances, or process-oriented assessments. Examples:

Products: In business class, teacher can ask students to develop a business/marketing/sales plan for an imaginary (or real) company in a student's area of interest.

Performance: In history class, teacher can ask students to engage in a role play of a particular event in history in order to describe what might have happened if one element of a historical event had changed.

Process: In computer science, teacher can ask students to troubleshoot a problematic piece of code.

Sources:

McTighe & Ferrara (1998). Assessing Learning in the Classroom. National Education Association, Washington, DC.

Kelly (2019). Authentic Ways to Develop Performance-based Activities. Retrieved: https://www.thoughtco.com/ideas-for-performance-based-activities-7686

Authentic Assessment. Center for Innovative Teaching and Learning. Retrieved:https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html

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What: A type of assessment that compares students' test/performance scores with their previous ones.  It provides time for students to practice their subjects with self-competition.

Why: It provides students to learn from their mistakes with the instant gratification of goals met. This also teaches students that learning is a process. It can make students more confident to improve upon their grades as there is a second chance.

Example:
Two-Stage Testing  (Retesting) - This allows students to take a test and retake it the same one for a better score.

Sources:

Penn, P. R., & Wells, I. G. (n.d.). Making assessment promote effective learning ... - ed. Retrieved: https://files.eric.ed.gov/fulltext/EJ1196484.pdf

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What: A type of assessment that compares students' standardized tests scores/performance to that of their peers. Student data will determine high and low-ranking students with data points.

Why: This is used to look at a wider pool of student data and can see trends. Teachers can compare their students to the average and competition among students can help students be more determined.

Examples: College entrance exams such as SATs, IQ tests

Bell-Curve Results: Test scores are plotted on a bell curve with the peak of the curve being the average test-takers with the starting point being the top 20% and the ending being the low 20%

Sources:

Norm-referenced test- what are they? - edwords. Renaissance. (n.d.). Retrieved:  https://www.renaissance.com/edwords/norm-referenced-test/

Norm-referenced test: Definition, examples, and types. Harappa. (2021, December 4). Retrieved: https://harappa.education/harappa-diaries/norm-referenced-test/

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What: A type of assessment that compares students' test scores/performance against a standard or predetermined criteria, not to other students. This will include grade-level standards or state benchmarks.

Why: This assessment will show where students are in relation to the state standards that can help determine students that need more help.

Example: Advanced Placement Exams, National Assessment of Educational Progress

Sources:

Criterion-referenced test: Definition, examples, and types. Harappa. (2021, December 4). Retrieved: https://harappa.education/harappa-diaries/criterion-referenced-test/#heading_2

Lynch, M. (2021, February 2). A guide to criterion-referenced tests. The Edvocate. Retrieved: https://www.theedadvocate.org/criterion-referenced-test/