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(Lin) What is Assessment For, As and Of Learning?

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(Lin) What is Assessment For, As and Of Learning?

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(Lin)Assessment OF learning involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard. 

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(Lin)Assessment OF learning involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard. 

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Examples:

final performance tasks

final papers/written outputs

final oral presentations

standardized tests

end of unit tests or projects

recitals

long exams

periodical tests

final exams

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Assessment FOR Learning vs. Assessment OF Learning

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Assessment FOR Learning vs. Assessment OF Learning

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What is diagnostic assessment ( Xue Chen)

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What is diagnostic assessment ( Xue Chen)

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Identify students' gaps to guide future instruction.

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Diagnostic Assessment: Examples & Overview

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As we have learned, diagnostic assessments can be a useful tool in a classroom setting. However, this is not the only setting in which diagnostic assessments can be useful. Consider a soccer coach who is coaching a children's soccer team. At the beginning of the season, the soccer coach may find it useful to conduct a diagnostic assessment in order to better understand the skill level of each player. Likewise, the producer of a theatrical play may find it helpful to conduct a diagnostic assessment prior to beginning production, in order to understand the abilities of the actors.

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What is performance assessment?( Xue Chen)

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What is performance assessment?( Xue Chen)

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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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How a Performance Assessment Shows What Students Know and Can Do

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Examples of performance assessments: Team Performance

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Examples of performance assessments: Team Performance

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Assessment FOR learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy. 

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Assessment FOR learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy. 

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Assessment AS learning is also an ongoing process that helps students to self-reflect, monitor their own learning, and adjust their learning strategies in order to achieve their goals and become more self-directed, metacognitive, independent, successful learners. Formative assessments also serve the purpose of assessment AS learning.

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Examples

journals

self-assessment

peer-assessment

personal learning logs

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Assessment FOR learning  Examples                    

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Assessment FOR learning  Examples                    

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concept maps

progress/monitoring reports

checklists/surveys

interviews

observations

anecdotal records

research proposal (for feedback)

quizzes

home works

worksheets

performance tasks

essays

observations

questioning strategies

projects

graphic organizers

self-assessments/ peer assessment

collaborative activities

portfolios (collection of student work)

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Assessment FOR Learning VS Assessment OF Learning

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Assessment FOR Learning VS Assessment OF Learning

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Assessment For Learning vs. Assessment Of Learning

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Formative Assessments: Why, When & Top 5 Examples

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A formative assessment is used while teaching to determine what students need a better understanding of. The goal of formative assessment is to make sure students have learned the material, recognize the things the don't understand, and build on their strengths. This kind of assessment is less stressful and can be more valuable to seeing a student's day-to-day progression.

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(Michael) An example of Formative Assessments

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(Michael) An example of Formative Assessments

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In my class I have students do a short presentation on what we have been learning.  It is very informal and sometimes just looks like me asking a student to stand up where they are, describe/talk about something in a few sentences and sit down.

For context, I teach ESL Kindergarten in South Korea. When they do this presentation I can see what new words they are using, if they are making complete sentences, check pronunciation, etc. This kind of assessment is fast, easy, and invaluable to planning my future lessons.

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(Michael) Ideas for Formative Assessments

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(Michael) Ideas for Formative Assessments

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

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

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

7 Approaches to Formative Assessment

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

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

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

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

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

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

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

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

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

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

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

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

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

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

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

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

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

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

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

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

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

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

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7 Smart, Fast Ways to Do Formative Assessment

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

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Summative Assessment: Overview & Examples

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(Michael) What is Summative Assessment? Why do we use it?

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(Michael) What is Summative Assessment? Why do we use it?

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Summative Assessment is a kind of assessment that occurs after our lessons are finished. It lets the teacher see how well the students understand the lessons that we have had so that we give them a grade. This is the classic kind of assessment. These are like mid-terms or final exams.

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(Michael) Example of a Summative Assessment

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(Michael) Example of a Summative Assessment

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A summative exam could be a test at the end of a unit or book.  It asks the students information throughout a duration of time to determine the understanding and see how much specific information students remember.  Examples could be doing an old fashioned test or presentation.

For a test it will ask questions either in multiple choice, short answer, or essay.  The students will try to answer correctly so that they can receive a grade.

For a presentation the students will pick a topic approved by the teacher and then use visual aids to try to teach the students. This will let the teacher see what the students know, understand, and think are important.

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(Michael) Ideas for Summative Assessments

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(Michael) Ideas for Summative Assessments

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Summative Assessments

A summative assessment is a way for you to evaluate your students' knowledge or skill level. Summative assessmentsare performed after you have finished teaching a topic or subject. Some of the most common examples summative assessments include:

However, there are other types of summative assessments that can be done, depending on the subject you teach. Let's take a look at more unique summative assessment ideas by subject.

Social Science Summative Assessments

Social science topics include economics, history, philosophy, religion, and culture. The variety lends itself well to creative summative assessments.

Scavenger Hunt

Create questions based on a topic you just studied or a chapter that you just read in class. Pass the questions out to other teachers and education support staff around the school. Send students to each of your colleagues in turn, telling the students that they must answer each question presented to them to get the next clue/question in the scavenger hunt. Since research is such an important part of social science, you can allow students to research the answer to the question if necessary to move forward in the scavenger hunt. You can think of this as an open-book test.

Film Project

Split students into groups of four. Ask each group to write and film a 5-10 minute movie based on the topic or subject, such as Columbus and his trip to America. Completed movies should be presented in class so that you can see what they know about the topic and so that students can solidify their comprehension by viewing the work of their peers.

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A summative assessment is a way for you to evaluate your students' knowledge or skill level. Summative assessmentsare performed after you have finished teaching a topic or subject. Some of the most common examples summative assessments include: However, there are other types of summative assessments that can be done, depending on the subject you teach.

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Ongoing assessment is a type of assessment that is used to document how the students develop, grow, and learn.

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Ongoing assessment is a tool more naturally used as an informal assessment to gauge how much progress a student is making. It can also be a tool to measure how well the certain type of instruction is doing. For example after a lecture as an instructor you notice that a few students are still having issues absorbing the material through lecture and they learn the information through a different medium (hands on activity, one on one, etc). You can then modify your lesson to be more inclusive to both those students and students with similar learning habits.

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In my Instructional grade 9 math class, where there is a mix of high and low learners, ongoing assessment is often used to track how well a student is absorbing a new idea. If we plan to introduce a new formula to them we first break down the formula into chunks, and break down the meaning of each of these chunks, so we can see which students are struggling and how we can change up the lecture to better suit the student.

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The Relation of Assessment of, as, and for learning

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The Relation of Assessment of, as, and for learning