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A diagnostic assessment is a form of pre-assessment where teachers can evaluate students’ strengths, weaknesses, knowledge and skills before their instruction. An identical assessment may be given post-instruction to identify if students have met a course’s required learning objectives. With this form of assessment, teachers can plan meaningful and efficient instruction and can provide students with an individualized learning experience. Written by students, the diagnostic assessment is a tool for teachers to better understand what students already know about a topic when submitted before the start of a course.

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Happen at the beginning of a unit, lesson, quarter, or period of time.

Goal of understanding student’s current position to inform effective instruction

Identify strengths and areas of improvement for the student

Low-stakes assessments (Usually do not count as a grade)

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What is Formative Assessment?
Formative assessment focuses on how students are learning, what they know while in the learning process. Formative assessment is an everyday thing in the classroom. It focuses on the learning goals and takes record of where the class is and where they need to be.

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Diagnostic Assessment: Examples & Overview

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Error analysis of literacy progress monitoring data

Phonics Inventory

Running records

Intervention- or curricula-specific diagnostic tools

Word list reading (e.g., Dolch, Fry, curriculum sight word lists)

Analysis of student work (e.g., classroom assignments, work samples, tests)

Observation and anecdotal notes

Student or family interviews or checklists about reading behaviors

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Error analysis of math Progress monitoring data

Computation Error Analysis Practice

Mathematics Assessment Supplement

Analysis of student work (e.g., classroom assignments, work samples, tests)

Intervention- or curricula-specific diagnostic tools

Observation and anecdotal notes

Student or family interviews or checklists math behaviors

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Interview Protocols, Checklists, and Planning Tools

Observational Tools and Collecting Anecdotal Evidence

Identifying Appropriate Reinforcers

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Diagnostic Assessment is used for learning when taking action to adjust teaching, and it plays a significant role in improving learning outcomes for all students. It assesses what the learner already knows, the nature of difficulties that he/she has, which if undiagnosed might limit their engagement in new learning.
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.

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The Importance of Diagnostic Assessments

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Csapó, B. (2019). Online Diagnostic Assessment in Support of Personalized Teaching and Learning: The eDia System. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01522/full

Diagnostic Assessment: Examples & Overview. (2016, December 15). YouTube. https://www.youtube.com/watch?v=H-WEmsuvDsA

Example Diagnostic Tools | National Center on Intensive Intervention. (n.d.). Intensive Intervention. Retrieved July 19, 2021, from https://intensiveintervention.org/intensive-intervention/diagnostic-data/example-diagnostic-tools

The Importance of Diagnostic Assessments. (2018, April 25). YouTube. https://www.youtube.com/watch?v=V48zH8J7aco

Top Hat. (2019, September 16). Diagnostic Assessment Definition and Meaning. https://tophat.com/glossary/d/diagnostic-assessment/

What is a Diagnostic Assessment? (2021, March 5). Edulastic Blog. https://edulastic.com/blog/diagnostic-assessment/

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Assessment as Learning is the use of ongoing self-assessment by students in order to monitor their own learning, which is “characterized by students reflecting on their own learning and making adjustments so that they achieve deeper understanding.” (Western and Northern Canadian Protocol for Collaboration in Education [WNCP], 2006, p.41) The table above provides a summary of Assessment as Learning as a part of a three-part assessment pyramid (taken from WNCP, 2006, 85).

An understanding of Assessment as Learning is essential in a digital age where information is readily accessible and teachers move from being the "knowledge-bearers" to knowledge-guides. Just as teachers guide students through the acquisition of knowledge, they must guide students through the process of understanding their own cognitive processes so that students learn to monitor their own learning and make adjustments.

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Why Assessment as Learning is important?

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Why Assessment as Learning is important?

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Assessment as learning is  a formative assessment which focuses on teaching students' the metacognitive processes to evaluate their own learning and make adjustments.

Well-designed assessment can encourage active learning especially when the assessment delivery is innovative and engaging. Peer and self-assessment, for instance, can foster a number of skills, such as reflection, critical thinking and self-awareness – as well as giving students insight into the assessment process.

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What is Assessment As Learning ? | Difference between Assessment FOR and OF Learning | Sabiha Noor

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In Assessment as Learning, the teacher is a guide, “Giving them [students] the tools to undertake their own learning wisely and well.” (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning.

Teachers can follow the following model in order to practise Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43)

1. Discuss the learning outcomes with the students

2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered

3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning

4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations

5. Provide reference points and examples for the learning outcomes

Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being taught.

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Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the “self-reflection, self-monitoring and self-adjustment.” (WNCP, 2006, p.85) Extensive and relevant modeling in the questions below can help students reach this point:

1. What is the purpose of learning these concepts and skills?

2. What do I know about this topic?

3. What strategies do I know that will help me learn this?

4. Am I understanding these concepts?

5. What are the criteria for improving my work?

6. Have I accomplished the goals I set for myself?

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Literacy Mentoring Among Students

Attendance Procedures

Physical Education Work Habits

Introducing Work Habits Rubric

E-Portfolios

Stop Motion Video

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The 6 Types of Assessment [+ How to Use Them]. (n.d.). Prodigy Education. Retrieved July 20, 2021, from https://www.prodigygame.com/main-en/blog/types-of-assessment/

Assessment as learning. (2012, October 11). YouTube. https://www.youtube.com/watch?v=njgyYUNkyAs

Assessment AS Learning. (2015, February 9). YouTube. https://www.youtube.com/watch?v=vPVrLBeXGko

Assessment as Learning - ETEC 510. (n.d.). ETEC. Retrieved July 20, 2021, from http://etec.ctlt.ubc.ca/510wiki/Assessment_as_Learning

Why is assessment important? - Engage in Assessment - University of Reading. (n.d.). University of Reading. Retrieved July 20, 2021, from https://www.reading.ac.uk/engageinassessment/why-is-assessment-important/eia-why-is-assessment-important.aspx

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Summative assessment is a type of course evaluation that happens at the end of a training or program. It is the process of assessing the student's knowledge, proficiency, and performance by comparing what they know with what they should have learned.
Characteristics of Summative Assessment

Validity

Summative assessment measures a student’s competence in a specific subject matter in line with the learning goals and objectives of the course or training. For instance, a science course will use experiments and other practical tests to evaluate a student’s knowledge at the end of the course.

Reliability

Summative evaluation is a standardized method of knowledge-based assessments. It has well-defined processes that reveal the student's competence in a field. These processes produce accurate and consistent results when they are used in similar contexts.

Practicality

Summative evaluation has a flexible process that is practical and scalable. It is well-aligned and this makes it easy for the instructor to implement it as part of a training.

Ethical

Summative assessment respects clear teaching and learning boundaries. Before the instructor implements any summative assessment methods in the classroom, he/she must obtain informed consent from the students.

Easily reported

Since the key element of summative assessment is to evaluate what someone has learned up to that point in time, it always ends in having a concise summary of the outcomes of the assessment. This allows the teacher to compare the student's current performance with past performances, external standards, and other learners.

Variety

Summative evaluation prompts students to exhibit skills and demonstrate knowledge in different ways.

Other things you should have in mind when it comes to summative assessment are:

1. It takes place at the end of a defined learning period such as a training or program.

2. It is limited to the information that was shared during the course or training. Summative assessment does not test students on what they have not been taught.

3. Summative assessment aligns with the learning goals and objectives of the course.

4. Summative assessment certifies a student’s competence in a specific subject matter.

5. It is used for one clearly identified purpose.

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Summative Assessment: Overview & Examples

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In-class Chapter Tests

These are mini-examinations that happen at the end of a topic or section of training. They are used to determine how well a student understands key chapter concepts and help them prepare for the final examination at the end of the course. Quizzes, midterm assessments, and practice tests are common examples of chapter tests.

Standardized Admission Tests

These tests qualify candidates for a specific program; for instance, IELTS and TOEFL are standardized English-proficiency exams that demonstrate a candidate's competency in the use of the language. These tests are organized on a large scale and they make use of explicit scoring criteria for grading.

Creative Portfolio

Instead of an end-of-term examination, ask students to build a creative portfolio. A creative portfolio showcases the student's creativity, knowledge of the coursework, and how they have uniquely applied that knowledge.

Depending on the learning areas, a student's portfolio can include images, infographics, and small to medium-length texts like essays or one-pagers. As the learners build their portfolios, they also have the opportunity to reflect on how much they have learned.

Oral Tests

Oral summative assessments are used to get real-time and spontaneous responses from learners at the end of a course. The type of interview method you choose determines the kinds of questions you will ask during the process. A structured interview follows a defined conversational sequence that dictates its questions and structure.
Hands-on Performance Tasks

Hands-on performance tasks are practical, straightforward and help the instructor to assess the students' abilities directly. The instructor can ask students to solve a jigsaw puzzle and as they do this, she observes how they put a specific skill to work in the tasks.

Group Projects

Getting students to execute tasks within small groups is a great way to test their knowledge. After a training on teamwork and conflict resolution, for instance, you should group the students, assign a task and watch how they create frameworks and solve a specific problem.

Book Reports

Book reports are creative summaries that demonstrate a student's literary skills. These reports show how students highlight the main points of a book using the reading and analytical skills discussed in the training or program.

Formal Essays

Formal essays allow students to demonstrate their level of knowledge about a subject matter. Essay writing is a useful skill that communicates one's idea and understanding of a concept. Ask your students to write essays on the core topics and themes discussed in class.
Book Reports

Book reports are creative summaries that demonstrate a student's literary skills. These reports show how students highlight the main points of a book using the reading and analytical skills discussed in the training or program.

Formal Essays

Formal essays allow students to demonstrate their level of knowledge about a subject matter. Essay writing is a useful skill that communicates one's idea and understanding of a concept. Ask your students to write essays on the core topics and themes discussed in class.

Observation

This is a common method of summative assessment used in early childhood education. The instructor incorporates 1 or more standard activities into the student's playtime and then observes how the learners engage in the activity. Observing students' behaviors during playtime gives you a birds-eye view of how well they have assimilated knowledge from a previous lesson or class session. As you observe them, you need to make notes on any changes you notice. Write your observations down on a piece of paper or list them in a spreadsheet.

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Pre-assessment is an action or strategy at the start of instruction that displays student’s incoming knowledge and skills and in turn informs teaching and learning. It can occur at the start of a lesson, the beginning of a unit, or the introduction of a new idea, concept or skill.

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1. The summative assessment determines the effectiveness of a course and the teaching method. This is measured in terms of how well the student mirrors his knowledge on his or her responses to the questions.

2. It is a standard method of tracking a student's academic performance over a period of time.

3. Summative assessment is an important part of the formal grading system. The results from summative assessments are often used to determine whether a student moves from one academic level to the next.

4. It helps the instructor to identify and address learning gaps. Summative assessment reveals the student's weakness and this gives the teacher enough context and information to review their methods.

5. It boosts self-evaluation because the students reflect on their goals as they take part in summative assessment.

6. Summative assessment improves the teaching and learning environment. It helps the students and instructions to align their goals and achieve desired outcomes.

Disadvantages of Summative Assessment

1. Measuring a student's performance against a standard benchmark can trigger demotivation and low self-esteem. This happens when the student's performance isn't up to par with the benchmark.

2. It does not provide an accurate reflection of the student's knowledge or learning.

3. Students can develop anxiety as they prepare for the single year that can make or mar their academic progress. Anxiety, fear, and nervousness affect the student's performance.

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Most standardized tests are not designed to evaluate the individualized growth and development taking place in your classroom. But there are assessment tools that do!

Many early childhood educators are uncomfortable with the idea of testing the young children they work with. This is because the assessment tools they know were designed primarily for older elementary-school students. Children taking these tests are assessed on isolated skills in ways that are unfamiliar to them, and the test results often do not reflect children's personal experiences or knowledge.
What is a performance-based assessment?
In general, a performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process. Tasks can range from a simple constructed response (e.g., short answer) to a complex design proposal of a sustainable neighborhood. Arguably, the most genuine assessments require students to complete a task that closely mirrors the responsibilities of a professional, e.g., artist, engineer, laboratory technician, financial analyst, or consumer advocate.

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What are the essential components of a performance-based assessment?

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What are the essential components of a performance-based assessment?

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Although performance-based assessments vary, the majority of them share key characteristics. First and foremost, the assessment accurately measures one or more specific course standards. Additionally, it is:

1. Complex

2. Authentic

3. Process/product-oriented

4. Open-ended

5. Time-bound

How can teachers create performance-based assessments for their students?
1. Identify goals of the performance-based assessment.

In this instance, the teacher wanted to challenge her students to use critical thinking and problem-solving skills. She also wanted them to exhibit less codependence and more individuality while completing this assessment. The teacher did not want students to rely on her direction about how to complete each step of the assessment.

2. Select the appropriate course standards.

Once the goals were identified, she selected the Common Core standards to be addressed with this performance assessment. She decided that the assessment should measure students' understanding of conditional probability and rules of probability.

3. Review assessments and identify learning gaps.

This was a very important step. We looked at the current worksheets that students were completing for the unit. Two-way frequency tables were a large part of the assignments. Next, we looked at what was missing and noted that there was very little relevant real-world application. As a result, we decided to create a performance-based assessment that was also reality-based. Moreover, this task would require students to analyze two-way frequency tables along with other charts and graphs.

4. Design the scenario.

After brainstorming a few different scenarios, we settled on a situation where the students would decide if an inmate should be granted parole or remain in prison. This scenario included five key components:

Setting

Role

Audience

Time frame

Product

(See the Public Comments Session example below.)

5. Gather or create materials.

Depending on the scenario, this step may or may not be needed. For this particular assessment, we wanted students to calculate the probability of the inmate returning to prison. For their review, I created seven different documents that included pie charts, bar graphs, and two-way frequency tables. All of the information was based on statistics from government agencies, such as the Federal Bureau of Prisons and Bureau of Justice Statistics.

6. Develop a learning plan.

We wanted to be careful not to "teach to the test" in preparing students for the performance-based assessment. We needed to strike a balance between teaching the content (e.g., probability given two independent events) and preparing students for the task (e.g., interpreting the validity of a media resource). We brainstormed six different formative assessments that would need to be in place before students completed the performance task. However, we also acknowledged that this part of our plan would need to be constantly reviewed and revised depending on student learning needs.

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1. Identify the gaps.
2. Give constructive feedback.
3. Student participation.
4. The learning process
6. Progress( Improvement)

How to demonstrate formative assessment in class.

Self assessment: To help the teacher know how well the students are absorbing what is being taught in class, there could be self assessment activities at the end of each lesson. This way the teacher sees the areas the students are lacking in or need help with.

Periodic polls: Use tools like Kahoot, quizzz, nearpod, edupuzzle, poll everywhere and Socrative in seeing fun quizzes and polls to get to know how well the students under the lesson or topic being learned in class.

Casual chats: Have casual talks from time to time with students to get to know their areas of difficulties better. This method is great if the teacher wants to see how well a particular student understands a topic.

Exit tickets: incorporating exit tickets in the lesson is a great way of practicing formative assessment. the teacher gets the chance to know how far the students are inter learning, how they understood and how the would use the learned knowledge.

Entry tickets: A great way to get to know student's prior knowledge on a topic.

Importance of formative assessments

1. Structured learning with well defined goals: Formative assessment presents a well structured system of learning with goals guiding the learning. The teacher works hard towards achieving the set goal and monitors student progress to see where they are heading.
2. Improvement of academic achievement: Due the constant feedback been given, students get to see the areas they need to put in more effort and this pushes them to work better.
3. Participation in class: Making students understand the goals of a lesson makes them accountable for their own learning, because they try to work towards the set goals and this increases their involvement and participation.
4. Accountability: Aside the students being accountable for their own learning, teachers also become accountable for their students. so they track student progress and compare it to the set goals.

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Understanding the Formative Assessment Process

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1. It builds rapport with students.
This evaluation exercise has the power to set the classroom environment, By using positive, and tolerant, attitude towards the assessment exercise, teachers can instill a feeling of confidence and trust among students.
2. It evaluates students’ strengths and weaknesses.
An analysis of their strengths and weaknesses tell us the areas in which they need most help and the areas where they have mastered the skills.
3. It helps us personalize the lesson plans.
Pre-assessments are useful because they give us insight into individual child’s academic struggles and achievements.

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Carousel Brainstorm:
A Carousel Brainstorm is an active, student-centered method to generate data about a group’s collective prior knowledge of a variety of issues associated with a single topic.
Chart papers containing statements or issues for student consideration are posted around the classroom. Groups of students brainstorm at one station and then rotate to the next position where they add additional comments.  When the carousel “stops” the original team prepares a summary and then presents the large group’s findings.
Concept Maps:
Ask students to create a "map" of ideas connected with a topic. They should consider how the topics link to each other and use lines or "linking" words to join the concepts together and describe the relationship. They can then revisit these maps later in the study (using a different color marker to add new ideas) or draw new ones that reveal their expanded understanding.

KWL Charts
K-what does the student know? W-what does the student need and want to know? L-what did the students learn? This is an effective pre-assessment tool and summative evaluation tool. The "L" can also be used the as part of an open-ended question on a test allowing the students to share the depth of knowledge that was gained in the unit of study. Click here to access a KWL Chart

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Situations Where Pre-Assessment is useful:

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Situations Where Pre-Assessment is useful:

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To determine flexible groupings

To engage underachieving students using their interests, learning styles, and prior experience

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1. Make sure you know what you expect students know and be able to do at the end of the lesson/chapter/unit. Design the pre-assessment based to measure this. In other words, create the summative assessment for the lesson/chapter/unit.

2. Administer pre-assessments a week or two prior to instruction to give yourself enough time to plan using the information you get about students. Emphasize to students that you are using the information from pre- assessments to make instructional decisions, not to grade them.

3. Let students know a day or two ahead of time about pre-tests. That way, they can study if they would like. If they can learn all the material in a short period of time, then they don't need to spend several days or weeks with the content.

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Differentiation & LR Information for SAS Teachers (n.d.). Pre-assessment Ideas. https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas
Introduction to Pre Assessments. (2016, May. 24). Youtube.
https://www.youtube.com/watch?v=5O-1Gn9Ye34
Assessment Network. (n.d.). Pre-assessment: Where Teaching and Learning Begins. https://www.assessmentnetwork.net/2015/07/pre-assessment-where-teaching-and-learning-begins/

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Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard.
One way of thinking about AFL is that it aims to ‘close the gap’ between a learner’s current situation and where they want to be in their learning and achievement. Skilled teachers plan tasks which help learners to do this.
AFL involves students becoming more active in their learning and starting to ‘think like a teacher’. They think more actively about where they are now, where they are going and how to get there.

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Assessment for Learning Strategies - Key classroom strategies

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AFL improves learner outcomes
Research shows that effective formative assessment is one of the most important contributors to success in summative assessment. This is because learners have a clear idea of what good work looks like and what they need to do to reach this standard.
AFL increases confidence
AFL helps create a sense of self-efficacy (a learner’s confidence in their ability to reach targets through hard work and determination). This is an essential quality for learners to develop. Self-efficacy will help them succeed throughout their life, both professionally and personally.
With an AFL approach, teachers give learners task-specific feedback that focuses on the work rather than ego-specific feedback that focuses on personal qualities of the learner. This encourages every learner to feel that they can improve.
AFL increases independence
AFL enables learners to become less passive in the classroom, especially when combined with other methods that promote this type of approach, such as active learning techniques. Students will develop the ability to assess themselves and to take responsibility for their own learning. AFL also helps teachers. When students are taking a more active role in their learning, teachers have more time to talk to them individually. In addition, teachers have more time to reflect on what is going well in their lesson and what can be improved.

AFL changes the culture of the classroom
An AFL approach helps to create a supportive and cooperative classroom. In this environment, everyone, including the teacher, should feel able to try new things without worrying that they might fail. If the teacher presents mistakes as an opportunity for learning, this will help every student to reach their full potential. Students will start to see that by learning from failure, they can improve outcomes in the future.

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Round Robin Posters
Groups of students each have a large piece of paper and some markers. The group records an answer to an open-ended question. Once the students finish their poster, they pass it on to the next group. Once every group has worked on every poster, the responses are discussed as a class.
Colour Question Jar
Write the childrens name on different lollipop sticks. You may want to colour code the sticks to denote ability level or even engagement level, this will help you differentiate and direct questions at specific children, without the children knowing of course! For example for higher ability “why” and “how” questions you could pick out a higher ability coloured lollipop stick or if a child is notorious for not paying attention you’re able to direct a question at them.  It should help all children to become more engaged as they do not know if their name will be picked.
Think-Pair-Share
This is one of the many formative assessment strategies that is simple for teachers to use. The teacher asks a question and the students write down their answers. Students are then placed in pairs to discuss their responses. Teachers are able to move around the classroom and listen to various discussions. It lets them gain valuable insight into levels of understanding.
Post-its
Use post-it notes to evaluate learning. Give to groups, pairs or individuals and ask them to answer questions. For example:
What have I learnt?
What have I found easy?
What have I found difficult?
What do I want to know now?

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Main Processes that Take Place in Assessment for Learning:

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Main Processes that Take Place in Assessment for Learning:

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Questioning enables a student, with the help of their teacher, to find out what level they are at.

The teacher provides feedback to each student about how to improve their learning.

Students understand what successful work looks like for each task they are doing.

Students become more independent in their learning, taking part in peer assessment and self-assessment.

Summative assessments (e.g. the student’s exam or portfolio submission) are also used formatively to help them improve.

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Getting started with Assessment for Learning. (n.d.). Cambridge Assessment International Education. https://cambridge-community.org.uk/professional-development/gswafl/index.html
15 Assessment for Learning Strategies and Ideas You Can Try This Term. Sarah, S. (n.d.). Twinkle. https://www.twinkl.co.th/blog/assessment-for-learning-strategies-and-ideas-you-can-try-this-term
Assessment for Learning: key classroom strategies. (2020, January 22). Youtube. https://www.youtube.com/watch?v=iCWFqGPzm_Q

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7 Smart, Fast Ways to Do Formative Assessment. (2019). Retrieved July 22, 2021, from https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment.

Formative assessment: What do teachers need to know and do?. (2007). Retrieved July 22, 2021, from https://kappanonline.org/formative-assessment-heritage/.

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Assessment of learning is a teachers strategy with dwells on gathering and evaluating information to be converted into a value to communicate at the end result of student learning. Assessment of learning seeks to measure how much a student has learned and the skills acquired, so as to communicate results of the students learning with the student and parents.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjss4eS5vbxAhUUilwKHbQqDCYQFjAXegQIFBAD&url=https%3A%2F%2Feducation.nsw.gov.au%2Fteaching-and-learning%2Fprofessional-learning%2Fteacher-quality-and-accreditation%2Fstrong-start-great-teachers%2Frefining-practice%2Faspects-of-assessment%2Fassessment-of-learning&authuser=3&usg=AOvVaw3P_uFVdIoIg5y9ky8A_pvX

Examples of Assessment of learning.

1. Reports: Teacher could send monthly, or termly reports to students and parents and this is often done using grades.

2. GPA: The students grade are cumulated and an average is developed.

3. Feedback: It's important that the teacher gives feedback to the student, so as to help them know areas they need to work on.

4. Class graph chart: This shows how each student did in a test or an exam. It is graphed, so makes it easier for the teacher to track the progress.

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1. It's used by teacher to plan out future goals for the class.

2. Find the gaps in student learning. Based on the results the teacher can tell what went wrong and plan out a strategy to make it better next time.

3. Presents an evidence of student improvement. this makes it easier to track student progress at the end of the set time frame.

4. Makes room for self assessment, because students are able to see their progress over some weeks and tell whether they need to put in more effort in their school work.

5. Provide information for placement decisions.

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Assessment of learning. (2021). Retrieved July 22, 2021, from https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/aspects-of-assessment/assessment-of-learning.

Assessment of,for and as Learning . (2005). Retrieved July 22, 2021, from https://curriculum.gov.mt/en/Assessment/Assessment-of-Learning/Documents/assessment_of_for_as_learning.pdf.

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Presentation

One easy way to have students complete a performance-based activity is to have them do a presentation or report of some kind. This activity could be done by students, which takes time, or in collaborative groups.

Portfolios

Student portfolios can include items that students have created and collected over a period. Art portfolios are for students who want to apply to art programs in college. Another example is when students create a portfolio of their written work that shows how they have progressed from the beginning to the end of class. The writing in a portfolio can be from any discipline or a combination of disciplines.

Performances

Dramatic performances are one kind of collaborative activities that can be used as a performance-based assessment. Students can create, perform, and/or provide a critical response. Examples include dance, recital, dramatic enactment. There may be prose or poetry interpretation. This form of performance-based assessment can take time, so there must be a clear pacing guide.

Projects

Projects are commonly used by teachers as performance-based activities. They can include everything from research papers to artistic representations of information learned. Projects may require students to apply their knowledge and skills while completing the assigned task. They can be aligned with the higher levels of creativity, analysis, and synthesis.

Exhibits and fairs

Teachers can expand the idea of performance-based activities by creating exhibits or fairs for students to display their work. Examples include things like history fairs to art exhibitions. Students work on a product or item that will be exhibited publicly. Exhibitions show in-depth learning and may include feedback from viewers.

Debates

A debate in the classroom is one form of performance-based learning that teaches students about varied viewpoints and opinions. Skills associated with debate include research, media and argument literacy, reading comprehension, evidence evaluation, public speaking, and civic skills. There are many different formats for debate. One is the fishbowl debate in which a handful of students form a half circle facing the other students and debate a topic. The rest of the classmates may pose questions to the panel.