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If formative assessment is implemented well there is little to none disadvantages of formative assessment.
Some limitations could be

Limited time to  assess during a lesson,

Teachers feel rushed to complete a lesson

Teachers may lack training on how to use formative assessment

If the  teacher consistently uses formative assessment in their classroom, the students may not take it seriously.

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Formative assessments are not graded

Teachers are able to check for understanding

ongoing feedback from teachers help  students  to make changes to their learning style or even adapt or change the way they are doing something, without being graded.

Other benefits include: defined learning goals, increased rigor, improved academic achievement, enhanced student motivation, increased student engagement

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1. Assessments  contain many parts
2. It takes more time and effort to administer.
3. These assessments can take more time to score, since students are creating responses to the prompts.
4. Requires more instructional time to administer the
assessments, and more teacher time to score student responses.

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1. Helps students to apply in-class learning to situations outside of the classroom.
2. Helps Teachers to  offers deeper insight into the learning needs of students.

3.  Also helps  students to measure their own understanding and success. While completing a task or project, a student can see where they are struggling and then they can ask specific questions or work harder on enhancing their knowledge.

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There are two major types of performance assessment: events and tasks.
1. Performance Event – limited time and opportunities
a) on-demand performance assessment on which students are given little or no time to rehearse before performing or responding
2. Performance Task – students have days, weeks, or months to prepare a response.
a) written-response items, presentations, papers, student self-reflections, performances, portfolios , exhibitions

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What: Performance assessments are measures on which students are asked to perform in some manner, such as conducting an investigation in science, developing a computer program to demonstrate functions in mathematics, developing a multi-media presentation in English class.
Why:
This type of assessment is useful because students are asked to prepare a unique response to one or more prompts included in the assessment. This  helps educators see what students are actually able to do – not just what they may know. Well crafted performance assessments will help teachers gauge the levels of student understanding the prompts

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Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list.

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***There are so many resources on formative assessments. For choosing the one that is right for the teacher, it really depends on the grade level, age, and scope they are trying to target.***

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***There are so many resources on formative assessments. For choosing the one that is right for the teacher, it really depends on the grade level, age, and scope they are trying to target.***

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https://www.nwea.org/blog/2021/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/

This link breaks the tools into these categories:

Record audio/video

Create quizzes, polls, surveys

Brainstorm, mind map, collaborate

Present, engage, and inspire

Generate word or tag clouds

Get real-time feedback

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There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. We didn't just add any old tool to this list. Here are the criteria we used for those that made the cut:

Supports formative instructional strategies and ways to activate learners to be resources for themselves and peers

Is free or awful close to it (under $10 per year, where possible)

Allows both students and teachers to take the activator role when possible (sometimes teachers need to get things started)

Before you dig into the tools, I encourage you to spend some time thinking about exactly what you want to accomplish with your students. "How to pick the right digital tool: Start with your learning goal" by Erin Beard can help you wrap your head around goals and guide you in choosing the best tool for the task. "27 easy formative assessment strategies for gathering evidence of student learning" can help you decide what strategies work best for you and your students.

Record audio and video

Create quizzes, polls, and surveys

1. Crowdsignal Lets you create online polls, quizzes, and questions. Students can use smartphones, tablets, and computers to provide their answers, and information can be culled for reports.

2. Edulastic Allows you to make standards-aligned assessments and get instant feedback.

3. FreeOnlineSurveys Helps you create surveys, quizzes, forms, and polls.

4. Gimkit Lets you write real-time quizzes. And it was designed by a high school student!

5. Kahoot! A game-based classroom response system that lets you create quizzes using internet content.

6. MicroPoll Helps you create polls, embed them into websites, and analyze responses.

7. Naiku Lets you write quizzes students can answer using their mobile devices.

8. Obsurvey Designed to make surveys, polls, and questionnaires.

9. Poll Everywhere Lets you create a feedback poll or ask questions and see results in real time. Allows students to respond in various ways. With open-ended questions, you can capture data and spin up tag clouds to aggregate responses.

10. Poll Maker Offers unique features, like allowing multiple answers to one question.

11. ProProfs Helps you make quizzes, polls, and surveys.

12. Quia Lets you create games, quizzes, surveys, and more. Access a database of existing quizzes from other educators.

13. Quizalize Helps you create quizzes and homework.

14. Quizizz Guides you through designing quizzes and lets you include students in the quiz-writing process.

15. Quizlet Lets you make flashcards, tests, quizzes, and study games that are mobile friendly.

16. Survey Hero Designed to build questionnaires and surveys.

17. SurveyMonkey Helpful for online polls and surveys.

18. SurveyPlanet Also helpful for online polls and surveys.

19. Triventy Lets you create quizzes students take in real time using individual devices.

20. Yacapaca Helps you write and assign quizzes.

21. Zoho Survey Allows you to make mobile-friendly surveys and see results in real time.

Brainstorm, mind map, and collaborate

Present, engage, and inspire

Generate word or tag clouds

1. EdWordle Generates word clouds from any entered text to help aggregate responses and facilitate discussion. Word clouds are pictures composed of a cloud of smaller words that form a clue to the topic.

2. Tagxedo Allows you to examine student consensus and facilitate dialogues.

3. Wordables Helps you elicit evidence of learning or determine background knowledge about a topic.

4. WordArt Includes a feature that allows the user to make each word an active link to connect to websites, including YouTube.

Get real-time feedback

Foster family communication

1. Remind Lets you text students and stay in touch with families.

2. Seesaw Helps you improve family communication and makes formative assessment easy, while students can use the platform to document their learning.

3. Voxer Lets you send recordings so families can hear how their students are doing, students can chat about their work, and you can provide feedback.

Strengthen teacher-to-student or student-to-student communication

Keep the conversation going with live chats

1. Yo Teach A backchannel site great for keeping the conversation going with students.

2. Chatzy Supports live, online chats in a private setting.

Create and store documents or assignments

1. Google Forms A Google Drive app that allows you to create documents students can collaborate on in real time using smartphones, tablets, and laptops.

2. Piazza Lets you upload lectures, assignments, and homework; pose and respond to student questions; and poll students about class content. This tool is better suited for older students as it mimics post-secondary class instructional formats.

Learn more

There are several resources for learning more about formative assessment and responsive instruction strategies. Consider our formative practices workshops, where school and district teams can gain a better understanding of the role formative practice plays in instruction and the four foundational practices to use in the classroom. Or for a quick start, download our eBook "Making it work: How formative assessment can supercharge your practice."

Jump in, try new tools and methods, and have fun!

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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We've compiled an extensive list of 75 digital tools that can help teachers use formative assessment to elicit evidence of student learning.

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Quick and Easy Examples of Formative Assessments

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Quick and Easy Examples of Formative Assessments

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It can monitor student learning and provide ongoing feedback to teachers and students.

It is considered an assessment for learning.

The assessment provides information to teachers about areas students are struggling with so that they then can differentiate instruction or provide the relevant support in future lessons.

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1. The biggest problem is that assessors need to have access to records of a learner’s past assessments to make comparisons and these are not always available, although electronic records can help.

2. It also means that assessments of different modules in a modular scheme may need to be linked and this may be
difficult if the modules have very different learning outcomes.

3. Finally, ipsative assessment requires a different way of thinking about assessment and this may take time for teachers and students to get used to.

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· Providing ipsative feedback helps focus on what the learner needs to do next rather than dwelling on the inadequacies of current performance.

· Some students are more likely to act on ipsative feedback than highly critical feedback.

· A focus on learner progress will distinguish between poorly performing students who are progressing, albeit slowly, and those who are not progressing and who are therefore unsuitable for the course.

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· Standards and criteria referenced assessment can be demotivating for learners who do not achieve high grades, while ipsative assessment emphasises the progress learners are making and is more motivating.

· Ipsative feedback helps learners to develop by highlighting where there is more work to do. Ipsative feedback can also help high performing students to achieve even more.

· Ipsative assessment helps learners self-assess and become more self-reliant.

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Some educators believe that this unfairly compares students to each other.

This test only measures a small part of a subject/abilities

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Provides feedback about the effectiveness of a school program.

Easy and cost-efficient to develop and administer.

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SAT
ACT
GRE
(*these are popular standardized tests in the USA)

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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This assessment is commonly referred to as a standardized test.

Students' scores are compared with other students of the same grade/age and their scores. The final result is usually displayed as a percentile ranking or percentage.

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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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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.

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.

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.

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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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Explore Harappa Diaries to learn more about topics such as Definition of Norm-Referenced Test, How To Improve Employee Experience, Importance Of Project-Based Learning and Process of Employee Coaching that will help organizations tap into employee potential.

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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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A criterion-referenced test measures a test-taker against external criteria. For example, it might be that people of a certain age should be expected to reach a certain distance in a certain time on an exercise bike.

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Teaching & Learning - University of Tasmania, Australia

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Criterion referenced assessment (CRA) is the process of evaluating (and grading) the learning of students against a set of pre-specified qualities or criteria, without reference to the achievement of others (Brown, 1998; Harvey, 2004). The pre-specified qualities or criteria are what students have to do during assessment in order to demonstrate that they have achieved the learning outcomes. How well they do this is described at different levels - these are standards (or performance descriptors) often presented in a rubric. Thus, CRA is assessment that has standards which are 'referenced' to criteria.

What is the value of CRA?

Criterion referenced assessment is an important foundation for engaging students with the learning process. When done well, it:

provides a shared language between students, teachers, and assessors about assessment

identifies what is valued in a curriculum and ensures that what is measured by assessment is the same as the skills, knowledge and understandings defined by the intended learning outcomes

makes explicit to students and assessors what evidence of achievement is expected at each of the grade standards (HD, DN, CR, PP, NN)

enables reliable and valid judgements about student work which in turn provide:

comparability between assessors and streamlined moderation processes

relevant feedback to students about the quality of their work, and what is required for improvement on future assessments

transparent and defensible marks and grades

enables evaluation of how well students have achieved the unit's ILOs, and identification of teaching, learning, and assessment practices that may need review

supports students to develop strong self-evaluation capacity, providing tools for them to review, refine, and improve their own work

CRA means that the assessment process is transparent for students and the grades they receive for a unit can be traced to their specific performance on each of the set tasks. Criterion-referencing can also enable reporting of student achievement or progress on a series of key criteria rather than as a single grade or percentage.

What does CRA involve?

1. Rubrics (criteria sheets) that are provided to students when the assessment task is assigned, and which contain:

1. Specific criteria for each assessment task in a unit (that enable measurement of ILOs)

2. Meaningful standards descriptors for each assessment criterion (specific to the task)

2. Moderation of criteria and standards, and active familiarisation of students with them, prior to submission of the assessment task

3. Use of the rubric when assessing student work, to assign a grade and provide feedback (and feedforward) to students

4. Review (and modification) of the criteria and standards descriptors after marking of each assessment task

Further information and examples of CRA can be found in the downloadable Guidelines for Good Assessment Practice (3rd edition), and on the pages about Writing Assessment Criteria and Writing Standards Descriptors.

For CRA to be an effective element of constructively aligned units and courses, the assessment criteria for each task need to be aligned with both the intended learning outcomes of the unit and course, as well as with the type of assessment the task is. In addition, the performance standards for each criterion should be specific to the task as well as reflective of the criterion and learning outcome being measured, as overly generic criteria and standards are not useful in communicating to students what is required for a specific task. Find out more on the Writing Assessment Criteria page and the Writing Standards Descriptors page.

Practice and moderation are also essential elements for CRA to be effective and well implemented, and are as important when there is a single assessor as when there are multiple assessors. Discussing with students the meaning of the criteria and standards descriptors ensures that there is a shared understanding of them. Providing examples for students to apply the criteria and standards to can be an effective way of building understanding, as well as self-evaluation and critical analysis skills. Find out more about University requirements for moderation on the Moderation page.

References

Brown, S. (1998). Criterion-referenced assessment: What role for research. In H. Black & W. Dockerell (Eds.), New developments in educational assessment. British Journal of Educational Psychology, Monograph Series No. 3, 1-14.

Harvey, L. (2004). Analytic quality glossary. Retrieved from http://www.qualityresearchinternational.com/glossary/#c

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Criterion referenced assessment (CRA) is the process of evaluating (and grading) the learning of students against a set of pre-specified qualities or criteria, without reference to the achievement of others (Brown, 1998; Harvey, 2004). The pre-specified qualities or criteria are what students have to do during assessment in order to demonstrate that they have achieved the learning outcomes.

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what is ipsative assessment | Benefits of Ipsative Assessment | Psychology Terms  || SimplyInfo.net

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10 Things Educators Should Know About Ipsative Assessments

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10 Things Educators Should Know About Ipsative Assessments

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Most educators are familiar with at least three different categories of assessments:

1. Formative assessments - which are essentially "on the fly" assessments that provide a snapshot of where students happen to be with respect to their on-going competence on a subject being assessed; these assessments have been increasingly used over the past two decades;

2. Summative assessments - which are usually end of term/end of year assessments seeking to "sum up" how much students have learned over a longer period of time with respect to a specific set of skills or content.

3. Standardized assessments - these are summative assessments that compare students, not to a set of standards or competencies, but rather to a quantitative "norm" based on the performance of a group of comparable students who took the exam when it was originally being developed for the marketplace.

Whenever I've given teacher workshops on Howard Gardner's theory of multiple intelligences and the topic of assessment, I have usually asked my teacher participants if they know what another category of assessments are: "ipsative" measures. Virtually no one turns out to be familiar with the term. I learned about it during my Master's degree program at Lesley College in Cambridge, Massachusetts in the mid-1970's. Here are ten things you should know about "ipsative" assessment:

1. The word "ipsative" comes from the Latin ipse meaning "of the self."

2. In the field of psychometrics, "ipsative" refers to an assessment instrument (e.g. test) that requires the test-taker to choose from among several options (often also called "forced choice"). This is not the meaning that that I have in mind here.

3. In the field of education, "ipsative" refers to comparing an individual's performance on a measure to his or her past performances. This is the meaning that I wish to highlight.

4. In my estimation, "ipsative" assessment is far more important than any of the other forms of assessment described above. What we should be concerned about is how much individual progress a student makes, not whether he knows this or that chunk of knowledge or meets a statistical "norm".

5. The theoretical basis for this second meaning of "ipsative" is to be found in humanistic education and psychology, whereas competency-based assessments are rooted more in the field of behaviorism, while standardized assessments are based in logical positivism (the idea that truth can best be expressed quantitatively).

6. "Ipsative" assessments place a primacy upon the individual, and on individual development. In this estimation, a student who improves in their reading from a 2.2 grade level to a 4.1 level should be regarded as a better learner than one who improved from a 3.9 reading level to a 5.2 level, even though the second student is over one grade level higher than the first student.

7. The problem with the current state of testing and assessment in schools is that all the praise and glory goes to the students with the highest test scores, the highest reading levels, and the highest grades. These high performances can be attributed to any number of things from students" innate ability to their high socio-economic status.

8. On the other hand, even a student who has a so-called "low" achievement level (teachers even call them "my low students"), may actually be the superior learner if he shows greater individual improvement over his past efforts. This may reflect their having received special help in the interim (e.g. from a tutor), or from their having shown greater effort over time.

9. Research tells us that those who believe that "effort" can improve a person's intelligence and achievement (a growth mindset), do better over the long haul, than those who believe that one is either born smart or not (a fixed mindset). Thus, the person who shows greater individual growth via "ipsative" assessment, is to be regarded as the better learner over the one who demonstrates less growth with respect to their previous assessments, even if their knowledge base or normative assessments are higher.

10. In the future, educators should focus more attention on "ipsative" assessment. While "ipsative" assessment can take place on a strictly quantitative level (e.g. looking at pre- and post-test results), a better example of how this might work in reading instruction would be, at the beginning of the year, to videotape the student reading a book they select and then having a conversation with a peer or the teacher on its contents, and then at the end of the year (or at some point in between), repeat the same process. Then, the teacher and student together can watch the "pre" and "post" videos, and discuss the improvements they see in the student's reading ability.

It's time that teachers made "ipsative" assessment (comparing a student to his past performances), a regular part of their vocabulary. This shift in emphasis would be a welcome countermeasure to the current emphasis on "core" learning skills and standardized test scores taken as absolute values. Teachers can still use these assessments with their students, but change the way they interpret the results from an absolute perspective (e.g. this child knows x,y,z; or this student scored 7.6 on this test), to a relative and comparative one (e.g. this student improved from a 4.5 to a 6.7 reading level). While teachers already do this to some extent, what's most important is keeping in mind that improvement over time is really the crucial measure of a student's learning progress, not the competencies attained or the test results alone.

For more information about using assessments in a variety of contexts based on student diversity, see my book Multiple Intelligences in the Classroom, 4th Edition

This page was brought to you by Thomas Armstrong, Ph.D. and www.institute4learning.com

Follow me on Twitter: @Dr_Armstrong
Subscribe to my blog feed

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10 Things Educators Should Know About Ipsative Assessments

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Most educators are familiar with at least three different categories of assessments: Formative assessments - which are essentially "on the fly" assessments that provide a snapshot of where students happen to be with respect to their on-going competence on a subject being assessed; these assessments have been increasingly used over the past two decades; Summative assessments - which are usually end of term/end of year assessments seeking to "sum up" how much students have learned over a longer period of time with respect to a specific set of skills or content.

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An Ipsative assessment in an education/learning context compares a test-taker’s results against his or her previous results. This is how I measure myself at the gym – I am pleased that I am doing better than I have before. I’m not worried if this meets some external criteria or if I’m better or worse than other people.

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Posted by John Kleeman

As I'm writing this, I've just got back from the gym, where I beat my personal best distance on an exercise bike. What's this got to do with computerized assessment, you might ask? Hear me out.

You're probably familiar with norm-referenced testing and criterion-referenced testing :

A norm-referenced test compares a test-taker against his or her peers. For example, you might compare my results with those of my Questionmark colleagues. (If you did, then seeing how energetic many are in the gym, I suspect my performance would not compare well!)

A criterion-referenced test measures a test-taker against external criteria. For example, it might be that people of a certain age should be expected to reach a certain distance in a certain time on an exercise bike.

A third type is sometimes called ipsative assessment.

An ipsative assessment in an education/learning context compares a test-taker's results against his or her previous results. This is how I measure myself at the gym - I am pleased that I am doing better than I have before. I'm not worried if this meets some external criteria or if I'm better or worse than other people.

It's very common to use criterion-referenced tests as computerized assessments because they help us measure competence. If you want to be sure that your employees know the rules, if you want to validate a pilot to fly a plane, or if you want to check that someone has understood training, a criterion-referenced test is usually the way to go.

But an advantage of ipsative assessment is that it measures progress and development - a test-taker can see if he or she is improving and whether or not he/she is taking advantage of feedback from previous assessments.

Using ipsative assessment can help all test-takers improve: A weaker performer will be encouraged by seeing performance improvements over earlier attempts, and a stronger performer can be challenged to do better. This can deal with the risks of the weaker performer becoming demotivated from a poor test result and the strong performer complacent from a good one. Ipsative assessment can be used for objective measures (e.g. did I get a better score?) and also for more subjective measures (e.g. am I more confident about something?).

Questionmark software makes it easy to produce coaching reports on each attempt at an assessment, and these can easily be used to allow test-takers to compare results from previous attempts and see how they've improved. This is particularly useful for observational assessments, which measure skill and performance - areas where everyone wants to improve and there can never be a perfect score.

To learn more on ipsative assessment in education and learning, one resource is this study by Dr Gwyneth Hughes of the Institute of Education. (As a heads-up, the term ipsative measure is also used in a different, technical way in psychological testing as a within-person measure.)

Expertise is built up by deliberate practice, and being tested can help identify where that practice is needed. I think it's helpful for all of us to remember that progress and improvement is a useful thing to measure as well as achievement and competency.

Interested in learning more about Questionmark? Request a demo today.

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What is ipsative assessment and why would I use it? | Questionmark

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Posted by John Kleeman As I'm writing this, I've just got back from the gym, where I beat my personal best distance on an exercise bike. What's this got to do with computerized assessment, you might ask? Hear me out.

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Steffi Johnson
Jeena Babu
George Harry
Benjamin

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Diagnostic assessments

Formative assessments

Summative assessments

Ipsative assessments

Norm-referenced assessments

Criterion-referenced assessments

Performance based assessments

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Assessment in Education: Top 14 Examples

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Assessment for learning : Assessment for learning views assessment and teaching as intertwined and not separate to each other. This enables teachers to refine their teaching approach, build on students previous learning and support new learning.
Assessment of learning : Assessment of learning summarises what students know, understand and can do at specific points in time.
Assessment as learning : Assessment as learning positions students as actively involved in assessing their own learning through the support and development of their metacognitive skills.

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Oxford Centre for Staff and Learning Development

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Edu Life | Assessment for Learning & Assessment of Learning

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Know the difference between assessment for learning and assessment of learning? What role will technology play in assessing academic performance in the coming years? Join us this week for a fascinating talk on this very important subject as we introduce Dr. Jacqueline Leighton, Chair of Educational Psychology here at the University of Alberta to the show.

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Used to gauge the level of a student's knowledge and to discover any learning gaps they might have or clarify misunderstandings. Can also be used to avoid redundancies in teaching basic concepts.

Should be non-graded.

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Diagnostic Assessment: Examples & Overview

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1. Entry slips during the beginning of the lesson
2. Surveys and Questionnaires : Use the data to make any necessary adjustments for effective teaching model
3. Unit preset : non-graded test focusing on the core concepts and skills that students are expected know at the end of the unit

4. Curriculum based measurements such Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Gray Oral Reading Test (GORT) or Group Mathematics Assessment and Diagnostic Evaluation (GMADE)
5. Checklist : type of diagnostic evaluation. Checklists are highly collaborative and also allows for self-evaluation.

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1. It helps the teacher tie learning outcomes to specific goals and objectives.

2. Provide data for creating an effective curriculum that improves learning outcomes for students.

3. Help develop a efficient instruction plan.

4. It creates a baseline for future assessment and to measure growth.

5. Diagnostic assessment allows the teacher to individualize instruction.

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Time consuming.
Works well with a small class size.
Requires training to evaluate students reliably
Can develop test anxiety among students and thus give false inferences about the child's performance

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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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Assessment For Learning vs. Assessment Of Learning

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Measure student progress as an assessment of learning.

Help gather student data and assist in communicating student progress

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Summative Assessment: Overview & Examples

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Regular tests (can be multiple choice, open - ended etc)

End-of-unit or chapter tests

End-of-term or semester exams

State assessments

District assessments

Scores used for accountability for schools and students

Some creative summative assessments include :

Recording a podcast

Writing a script for a short play

Producing an independent study project

Lab report or building a model

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Summative design is utilized as an evaluation technique in the course of instructional design.

Used as a measure of students knowledge or for records .

Used to evaluate teacher performances.

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Demotivating individuals

Builds test anxiety and stress

No clear reflection of learning

Test oriented course and deviates from the curriculum and content knowledge

Reliability and validity