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https://www.gettingsmart.com/2013/12/26/performance-assessment/

https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02

https://www.thoughtco.com/ideas-for-performance-based-activities-7686

https://www.theclassroom.com/disadvantages-performancebased-assessment-8413085.html

http://literacylighthouse.weebly.com/assessment-essentials.html

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

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Project-based learning is nothing new. More than 100 years ago, progressive educator William Heard Kilpatrick published "The Project Method," a monograph that took the first stab at defining alternatives to direct instruction. Predictably, the document sparked a squabble over definitions and methods-between Kilpatrick and his friend and colleague John Dewey.

Not much has changed. Today, despite major advances in ways to measure learning, we still don't have common definitions for project-based learning or performance assessment.

Sometimes, for example, performance assessment is framed as the opposite of the dreaded year-end, state-required multiple-choice tests used to report on schools' progress. But in fact, many performance assessments are standardized and can-and do-produce valid and reliable results.

Experts also emphasize the "authentic" nature of performance assessment and project-based learning, although "authentic" doesn't always mean lifelike: A good performance assessment can use simulations, as long as they are faithful to real-world situations. (An example: In science class, technology can simulate plant growth or land erosion, processes that take too long for a hands-on experiment.)

In the absence of agreed-upon definitions for this evolving field, Education Week reporters developed a glossary based on interviews with teachers, assessment experts, and policy analysts. They've organized the terms here generally from less specific to more specific. These terms aren't mutually exclusive. (A performance assessment, for instance, may be one element of a competency-based education program.)

Proficiency-based or competency-based learning: These terms are interchangeable. They refer to the practice of allowing students to progress in their learning as they master a set of standards or competencies. Students can advance at different rates. Typically, there is an attempt to build students' ownership and understanding of their learning goals and often a focus on "personalizing" students' learning based on their needs and interests.

Project-based learning: Students learn through an extended project, which may have a number of checkpoints or assessments along the way. Key features are inquiry, exploration, the extended duration of the project, and iteration (requiring students to revise and reflect, for example). A subset of project-based learning is problem-based learning, which focuses on a specific challenge for which students must find a solution.

Standards-based grading: This refers to the practice of giving students nuanced and detailed descriptions of their performance against specific criteria or standards, not on a bell curve. It can stand alone or exist alongside traditional letter grading.

Performance assessment: This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something, such as a report, experiment, or performance, which is scored against specific criteria.

Portfolio: This assessment consists of a body of student work collected over an extended period, from a few weeks to a year or more. This work can be produced in response to a test prompt or assignment but is often simply drawn from everyday classroom tasks. Frequently, portfolios also contain an element of student reflection.

Exhibition: A type of performance assessment that requires a public presentation, as in the sciences or performing arts. Other fields can also require an exhibition component. Students might be required, for instance, to justify their position in an oral presentation or debate.

Performance task: A piece of work students are asked to do to show how well they apply their knowledge, skills, or abilities-from writing an essay to diagnosing and fixing a broken circuit. A performance assessment typically consists of several performance tasks. Performance tasks also may be included in traditional multiple-choice tests.
With thanks to: Paul Leather, director for state and local partnerships at the Center for Innovation in Education; Mark Barnes, founder of Times 10 Publications; Peter Ross, principal at Education First; Scott Marion, executive director at the Center for Assessment; Sean P. "Jack" Buckley, president, Imbellus; Starr Sackstein, an educator and opinion blogger at edweek.org; and Steve Ferrara, senior adviser at Measured Progress.
Have we missed any terms that confuse you? Why not write and tell us?

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Here's a handy glossary on terms like project-based learning, competency-based learning, and standards-based grading.

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https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

https://www.prodigygame.com/main-en/blog/types-of-assessment/

https://www.edglossary.org/formative-assessment/

https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment

https://poorvucenter.yale.edu/Formative-Summative-Assessments

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Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet […]

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https://www.prodigygame.com/main-en/blog/types-of-assessment/

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

https://www.harapnuik.org/?p=8475

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What it is and why it is used:

Performance assessments measure how well students are able to demonstrate their skills and knowledge towards doing real-world tasks rather than by answering questions asking how to do them. This requires students to actively participate in the learning process, as students will have to create products, arrange and evaluate information, or participate in discussions or debates.

Examples of performance assessments include:

- Student or group presentations
- Student or group demonstrations
- Writing essays or poems
- Creating a portfolio
- Projects
- Book reports
- Performance tasks
- Debates

Benefits of performance assessments:

- It allows students to have flexibility.
- Encourages student creativity.
- It gives students options to choose from.
- Authentic and unique way for student's to show what they're capable of doing.

Possible drawbacks of performance assessments:

- Shy or anxious students might not be willing to engage themselves.
- Relies heavily on student initiative.
- Results may be subjective.
- Can be time consuming.

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What is is and why it is used:

Diagnostic assessments (Also known as Pre-tests or Pre-assessments) are given to students prior to instruction, in order to identify their developmental strengths and weaknesses. The purpose of a pre-assessment is to activate and assess the students' prior knowledge and skill sets with regards to the lesson that will be taught.

Examples of diagnostic assessments include:

Surveys or questionnaires
- Concept maps
- Entrance cards
- Open ended questioning
- Tests or quizzes
- KWL charts

Benefits of diagnostic assessments:

- Allow for teachers to cater unique, personalised learning goals for students.
- They're easy for teachers to follow and don't require much preparation.
- Can help gain a general insight into a student's exisiting skills.

Possible drawbacks of diagnostic assessments:

- Teachers might come to inaccurate conclusions about a student's skills and capabilities depending on the rubric they use for pre-assessment.
- Training may be necessary for pre-assessments to be done correctly and to be carried out successfully.
- Students might feel nervous and this could affect their output.

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What it is and why it is used:

Assessments for learning happen during the learning process. They can include diagnostic and formative assessments and give the instructor a clear understanding of student learning and competency as you teach. They provide teachers with a better understanding of what is and isn't working in the classroom and help inform further instruction.

Assessments for learning is aimed at helping students learn better, rather than simply scoring well. Instructors may use both formal and informal assessments to gain clear feedback on student learning.

Examples of assessments for learning can include:

observations

concept sorts / matching games

writing or drawing journals

informal presentations or demonstrations

exit tickets

Assessment for learning places emphasis on feedback, support and collaboration.

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What it is and why it is used:

Actively involving students in the learning process is at the core of assessments as learning. These assessments can help students develop problem-solving, critical thinking, and allows them to take responsibility for their learning. Students reflect on their own learning, what they currently know and can do, and to inform strategies for new learning. It requires students to be actively involved and inquisitive of their own learning. Together with their teachers, students develop learning goals to further their own learning.

Examples of assessments as learning can include:

ipsative assessments

self assessments

peer assessments

reflection

Assessment as learning places the emphasis on collaboration, reflection and self-evaluation.

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What it is and why it is used:

Assessments of learning are typically grade-based and can be used to identify whether students have met grade-level standards. Assessments of learning are often called summative assessments and usually take place at the end of a learning unit or at the end of a semester or term. These assessments can be used to rank students.

These assessments include a easily understood grade which can determine student achievement and can be shared with teachers, parents, school and district administrative personnel. In addition to determining current student understanding of the content being tested, they can also be used to plan future learning goals.

Examples of assessments of learning can include:

Standardized tests

Portfolios

Final projects

Exams

Assessment of learning places and emphasis on scores, grades and competition.

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What it is and why it is used:

Summative assessments are typically used at the end of a learning cycle or unit to evaluate student learning. They are compared against standards and benchmarks. These assessments are often high stakes, having a high point value, which might cause “testing anxiety”. An important thing for teachers to consider when creating summative assessments is to line up what is being assessed with he learning targets, goals, and what has been taught to the students.

Summative assessments are assessments of learning. The provide data and insight about what students have learned and their ability to show that through the assessment. They help to communicate student progress, but are not a whole picture as students could have high anxiety around taking summative assessments and might not “perform” as well on them. So, while that can show what they students have learned, they are not a full picture.

Examples of summative assessments include:

-       Essays

-       Final projects

-       Midterm exams

-       Formal presentations

-       Standardized tests

-       Unit tests

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What it is and why it is used:

Formative assessments are assessments that are on-going throughout teaching. The goal of a formative assessment is to monitor student learning and provide ongoing feedback that teachers can use to inform and improve instruction. Formative assessments are generally “low stakes”. This basically means that there is not usually a point value associated with it and the students do not need to fear that these assessments will hurt their grades or class standing.

Formative assessments are assessments that are used for learning. Teachers can use them frequently and throughout lessons to help check that their students understand the concepts before moving on to new ones.

Examples of formative assessments include:

-       Entry/exit tickets

-       Journals

-       Comprehension questions

-       Practice exercises

-       Checklists

-       Discussions