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Diagnostic assessment
Diagnostic assessment
Catrina Jensen

Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.
The table below provides examples of common diagnostic data sources that may be used in the DBI process. The purpose of the table is to provide an illustrative sampling of literacy, math, and behavior diagnostic tools available at no charge to educators. The table’s content is not comprehensive and the tools should not be viewed as NCII recommended. Unlike our behavior progress monitoring tools chart and academic progress monitoring tools chart, these diagnostic tools have not been independently evaluated by an NCII Technical Review Committee.

Examples of Common Diagnostic Data Sources: Literacy

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.

Examples of Published Tools for Diagnostic Assessment

Informal Reading Inventory (Qualitative Reading Inventory)
Elementary Spelling Inventory (ESI)
Primary Spelling Inventory (PSI
Examples of Common Diagnostic Data Sources Mathematics

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.
Examples of Common Diagnostic Data Sources Behavior.
Identifying Function
1.Interview Protocols, Checklists, and Planning Tools

Common Problem Behaviors and Some Usual Suspects for Functional Antecedents and Consequence
Functional Behavior Assessment Process
Functional Assessment Interview.
Functional Assessment Checklist for Teachers and Staff (FACTS)
Function-Based Intervention and Positive Behavior Support Plan Worksheet

2.Observational Tools and Collecting Anecdotal Evidence

Behavior Assessment: Duration and Latency Recording
Behavior Assessment: Frequency and Interval Recording
ABC Checklist
ABC Report Form
Point Sheets/Behavior Report Cards

Identifying Appropriate Reinforcers

Jackpot! Reward Finder
Forced-Choice Reinforcer Assessment: Guidelines

Examples of Published Tools for Diagnostic Assessment

Direct Behavior Rating (DBR)
Strengths and Difficulties Questionnaire (SDQ)

Assessment of, as, and for learning
Assessment of, as, and for learning
Catrina Jensen
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc. It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to outside groups (e.g., employers, other educational institutions). ”Rethinking Classroom Assessment with Purpose in Mind”.
Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. "Rethinking Classroom Assessment with Purpose in Mind."
Teachers’ Roles in Assessment of Learning: Teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide:
• a rationale for undertaking a particular assessment of learning at a particular point in time.
• clear descriptions of the intended learning.
• processes that make it possible for students to demonstrate their competence and skill.
Assessment for learning occurs throughout the learning process. It is interactive, with teachers:
• aligning instruction.
• identifying particular learning needs of students or groups.
• selecting and adapting materials and resources.
• creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning.
• Providing immediate feedback and direction to students "Rethinking Classroom Assessment with Purpose in Mind".

https://vimeo.com/91663708

Reference:
Rethinking Classroom Assessment with Purpose in Mind
2018, Dr. Lorna Earl, https://thelearningexchange.ca/projects/rethinking-classroom-assessment-with-purpose-in-mind/

Spiral Assessments
Spiral Assessments
Catrina Jensen

Learning doesn’t always happen in a straight line. That’s why spiral assessments are an enlightening way to track how much students understand and retain throughout the school year.
Did you know you can use Prodigy to deliver spiral assessments directly to your students while they play?
Assignments are a straightforward way to continuously assess student understanding as part of a regular spiral assessment method, while Plans can deliver continuous learning on a variety of topics that you’ve covered during the school year.
Use both tools as part of your regular teaching practice to boost student comprehension and test scores.
This assessment can be summative and or an formative assessment not to mention the Of, As and For Learning assessment. Prodigy is just one way to deliver this methodology.

Reference: Use Prodigy as a Spiral Assessment Tool: February 18, 2019
Maria Kampen, https://www.prodigygame.com/main-en/blog/spiral-assessment-tool/
ONGOING Formative Assessments-Kara Jue
ONGOING Formative Assessments-Kara Jue
A formative assessment is used to measure the students understanding during a lesson. This can can also measure how effective the teachers lesson is and where they can make adjustments accordingly.

Examples:
-Create a portfolio
-Class discussions
-Short/brief quiz
-Entry/exit tickets
Assessments OF Learning - Bree J.
Assessments OF Learning - Bree J.
This is a summative type of assessment which is used when the instructor uses evidence of student learning to judge progress towards standards or learning goals.

Summative assessments may be: formal or informal, have
immediate or delayed feedback
graded or pass/fail
short or long
may be part of the lesson plan or stand-alone
be spontaneous or planned, given individually or with a group
verbal or nonverbal
oral or written/typed
open-ended response or constrained response
process-oriented  or product-oriented
teacher supported or independently performed
These may include but are not limited to final grades, or end of course of study grades, reports, presentations, essays, or projects, as well as instructor created exams or standardized tests.

Reference:

Victoria State Government, Education and Training. Assessment. (n.d.) Retrieved April 26, 2021 from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx

Yale Poorvu Center for Teaching and Learning. Formative and Summative Assessments. (n.d.) Retrieved April 26, 2021 from https://poorvucenter.yale.edu/Formative-Summative-Assessments
Norm-Referenced Assessment- Bree J.
Norm-Referenced Assessment- Bree J.
Norm-referenced assessments are tests that rely on percentile ratings, grouping similarly performing students. This allows the instructor and student to see how the student has performed in relationship to peers within a large sample size. A student who scores 80% or is in the 80th percentile has performed higher than 80% of other test takers in their peer group.
Most of these type of assessments are given on a state or national level. They are based on national or state standards which apply to a wide geographical area of students.

These assessments include tests such as SAT, ACT, California Achievement Test, Iowa Test of Basic Skills, and TerraNova.

Reference:
K12 Academics. Common Use For Norm-Referenced Test. (n.d.)Retrieved April 26, 2021 from https://www.k12academics.com/standardized-testing/norm-referenced-test/common-use

Renaissance. Norm-Referenced Test. (n.d.)Retrieved April 26, 2021 from https://www.renaissance.com/edwords/norm-referenced-test/
Performance Assessments
Performance Assessments
Assessments AS Learning - Natalie
Assessments AS Learning - Natalie
Here students assess and critically evaluate themselves! Students set themselves goals and learn to monitor their own progress .This can also include peer to peer feedback and assessment.

This type of assessment is more empowering; it gives the student more ownership over their own work and development. From their self assessments they can make adaptations, adjustments and grow in their thinking. Students learn how to understand what they do and do not know or understand [metacognition]. Using assessments AS learning is not only helping students in their learning goals but also developing an important life skill.

The teacher is able to help students develop skills of goal setting and self monitoring as well as building an environment where students feel safe to take risks, critically evaluate themselves and grow.

Examples:
-Opportunities to compare work to exemplars.
- Asking questions to themselves throughout work to gauge level of understanding. Resource with example questions.
-Using a system of self checking -  see this resource for inspiration.
-Using project work and testing ideas out [ Does it work?]
- Building portfolios /e-portfolios to display evidence of learning.
- Measuring progress against rubrics.This can even be done at the pre-k level, see this resource. Students can also design or co-design the rubrics.

More information from image found here.
Ipsative Assessments - Jessica Poulisse
Ipsative Assessments - Jessica Poulisse
Ipsative assessment is the practice of determining a student’s educational growth and progress by comparing recent work against past work.

Benefits
Measures progress and development. You can see if the student is learning from mistakes/receiving and processing feedback.
It can inspire students to improve and continue growing instead of focusing on the poor score or inadequacies.
Helps students learn to self-asses
Can help high achieving students continue to progress instead of plateauing

Implementation
Compare recent work to earlier work to show growth.
Ask the student to determine and identify areas of weakness that could be improved.
Identify where the student has progressed and plan steps to continue growth.

Examples
Portfolios - shows process and growth
Having a two-staged assessment process (i.e. pre and post test) which includes meaningful feedback between
Having students complete an assignment or test at the beginning and end of semester or year.

https://www.questionmark.com/what-is-ipsative-assessment-and-why-would-i-use-it/

https://iteachu.uaf.edu/ipsative-assessment/#:~:text=Ipsative%20assessment%20is%20the%20practice,of%20criteria%20%E2%80%94%20often%20necessarily%20so.

Resources
Resources
Useful Links, images or resources.

# data[].attributes.body
Catrina Jensen

Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.
The table below provides examples of common diagnostic data sources that may be used in the DBI process. The purpose of the table is to provide an illustrative sampling of literacy, math, and behavior diagnostic tools available at no charge to educators. The table’s content is not comprehensive and the tools should not be viewed as NCII recommended. Unlike our behavior progress monitoring tools chart and academic progress monitoring tools chart, these diagnostic tools have not been independently evaluated by an NCII Technical Review Committee.

Examples of Common Diagnostic Data Sources: Literacy

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.

Examples of Published Tools for Diagnostic Assessment

Informal Reading Inventory (Qualitative Reading Inventory)

Elementary Spelling Inventory (ESI)

Primary Spelling Inventory (PSI

Examples of Common Diagnostic Data Sources Mathematics

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.
Examples of Common Diagnostic Data Sources Behavior.

Identifying Function
1.Interview Protocols, Checklists, and Planning Tools

Common Problem Behaviors and Some Usual Suspects for Functional Antecedents and Consequence

Functional Behavior Assessment Process

Functional Assessment Interview.

Functional Assessment Checklist for Teachers and Staff (FACTS)

Function-Based Intervention and Positive Behavior Support Plan Worksheet

2.Observational Tools and Collecting Anecdotal Evidence

Behavior Assessment: Duration and Latency Recording

Behavior Assessment: Frequency and Interval Recording

ABC Checklist

ABC Report Form

Point Sheets/Behavior Report Cards

Identifying Appropriate Reinforcers

Jackpot! Reward Finder

Forced-Choice Reinforcer Assessment: Guidelines

Examples of Published Tools for Diagnostic Assessment

Direct Behavior Rating (DBR)

Strengths and Difficulties Questionnaire (SDQ)

# data[].attributes.body
Catrina Jensen

Learning doesn’t always happen in a straight line. That’s why spiral assessments are an enlightening way to track how much students understand and retain throughout the school year.

Did you know you can use Prodigy to deliver spiral assessments directly to your students while they play?
Assignments are a straightforward way to continuously assess student understanding as part of a regular spiral assessment method, while Plans can deliver continuous learning on a variety of topics that you’ve covered during the school year.

Use both tools as part of your regular teaching practice to boost student comprehension and test scores.
This assessment can be summative and or an formative assessment not to mention the Of, As and For Learning assessment. Prodigy is just one way to deliver this methodology.

Reference: Use Prodigy as a Spiral Assessment Tool: February 18, 2019
Maria Kampen, https://www.prodigygame.com/main-en/blog/spiral-assessment-tool/

# data[].attributes.body
This is a summative type of assessment which is used when the instructor uses evidence of student learning to judge progress towards standards or learning goals.

Summative assessments may be: formal or informal, have

immediate or delayed feedback

graded or pass/fail

short or long

may be part of the lesson plan or stand-alone

be spontaneous or planned, given individually or with a group

verbal or nonverbal

oral or written/typed

open-ended response or constrained response

process-oriented  or product-oriented

teacher supported or independently performed

These may include but are not limited to final grades, or end of course of study grades, reports, presentations, essays, or projects, as well as instructor created exams or standardized tests.

Reference:

Victoria State Government, Education and Training. Assessment. (n.d.) Retrieved April 26, 2021 from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx

Yale Poorvu Center for Teaching and Learning. Formative and Summative Assessments. (n.d.) Retrieved April 26, 2021 from https://poorvucenter.yale.edu/Formative-Summative-Assessments

# data[].attributes.body
A formative assessment is used to measure the students understanding during a lesson. This can can also measure how effective the teachers lesson is and where they can make adjustments accordingly.

Examples:
-Create a portfolio
-Class discussions
-Short/brief quiz
-Entry/exit tickets

# data[].attributes.body
Norm-referenced assessments are tests that rely on percentile ratings, grouping similarly performing students. This allows the instructor and student to see how the student has performed in relationship to peers within a large sample size. A student who scores 80% or is in the 80th percentile has performed higher than 80% of other test takers in their peer group.
Most of these type of assessments are given on a state or national level. They are based on national or state standards which apply to a wide geographical area of students.

These assessments include tests such as SAT, ACT, California Achievement Test, Iowa Test of Basic Skills, and TerraNova.

Reference:
K12 Academics. Common Use For Norm-Referenced Test. (n.d.)Retrieved April 26, 2021 from https://www.k12academics.com/standardized-testing/norm-referenced-test/common-use

Renaissance. Norm-Referenced Test. (n.d.)Retrieved April 26, 2021 from https://www.renaissance.com/edwords/norm-referenced-test/

# data[].attributes.body
Here students assess and critically evaluate themselves! Students set themselves goals and learn to monitor their own progress .This can also include peer to peer feedback and assessment.

This type of assessment is more empowering; it gives the student more ownership over their own work and development. From their self assessments they can make adaptations, adjustments and grow in their thinking. Students learn how to understand what they do and do not know or understand [metacognition]. Using assessments AS learning is not only helping students in their learning goals but also developing an important life skill.

The teacher is able to help students develop skills of goal setting and self monitoring as well as building an environment where students feel safe to take risks, critically evaluate themselves and grow.

Examples:
-Opportunities to compare work to exemplars.
- Asking questions to themselves throughout work to gauge level of understanding. Resource with example questions.
-Using a system of self checking -  see this resource for inspiration.
-Using project work and testing ideas out [ Does it work?]
- Building portfolios /e-portfolios to display evidence of learning.
- Measuring progress against rubrics.This can even be done at the pre-k level, see this resource. Students can also design or co-design the rubrics.

More information from image found here.

# data[].attributes.body
Ipsative assessment is the practice of determining a student’s educational growth and progress by comparing recent work against past work.

Benefits

1. Measures progress and development. You can see if the student is learning from mistakes/receiving and processing feedback.

2. It can inspire students to improve and continue growing instead of focusing on the poor score or inadequacies.

3. Helps students learn to self-asses

4. Can help high achieving students continue to progress instead of plateauing

Implementation

1. Compare recent work to earlier work to show growth.

2. Ask the student to determine and identify areas of weakness that could be improved.

3. Identify where the student has progressed and plan steps to continue growth.

Examples

1. Portfolios - shows process and growth

2. Having a two-staged assessment process (i.e. pre and post test) which includes meaningful feedback between

3. Having students complete an assignment or test at the beginning and end of semester or year.

https://www.questionmark.com/what-is-ipsative-assessment-and-why-would-i-use-it/

https://iteachu.uaf.edu/ipsative-assessment/#:~:text=Ipsative%20assessment%20is%20the%20practice,of%20criteria%20%E2%80%94%20often%20necessarily%20so.

# data[].attributes.body
Catrina Jensen
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc. It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to outside groups (e.g., employers, other educational institutions). ”Rethinking Classroom Assessment with Purpose in Mind”.
Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. "Rethinking Classroom Assessment with Purpose in Mind."
Teachers’ Roles in Assessment of Learning: Teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide:
• a rationale for undertaking a particular assessment of learning at a particular point in time.
• clear descriptions of the intended learning.
• processes that make it possible for students to demonstrate their competence and skill.
Assessment for learning occurs throughout the learning process. It is interactive, with teachers:
• aligning instruction.
• identifying particular learning needs of students or groups.
• selecting and adapting materials and resources.
• creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning.
• Providing immediate feedback and direction to students "Rethinking Classroom Assessment with Purpose in Mind".

https://vimeo.com/91663708

Reference:
Rethinking Classroom Assessment with Purpose in Mind
2018, Dr. Lorna Earl, https://thelearningexchange.ca/projects/rethinking-classroom-assessment-with-purpose-in-mind/

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Useful Links, images or resources.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Confirmative Assessment -      Carrie Waheed

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Confirmative Assessment -      Carrie Waheed

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This type of assessment is to make sure that your way of teaching has a lasting effectiveness in the classroom; this usually happens after summative assessments. This can take place after weeks, months, or even a year. Furthermore, confirmative assessments have been referred to as an extension of summative assessments.

Benefits:
This will help to make sure the way you are teaching will "stick".

Examples:
High-stakes exams
Term papers

https://www.opinionstage.com/blog/types-assessments/

https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/what-are-the-types-of-assessment/item10637

Helpful link!
https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
There is a great Venn diagram showing how formative and summative assessments overlap one another.