Module 5_Unit 1_Different types of assessments by Jessie Cao https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33 Cara, Enrong Cao, Ingy, Chloe en-us 2023-02-03 15:05:58 UTC 2025-06-03 21:59:52 UTC hello@padlet.com Formative Assessement: What, why & how? jessiesmile15 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467819272 What:  The National Council on Measurement in Education (NCME) uses the following definition for formative assessment:
Formative assessment practices are those that provide teachers and students with information about learning as it develops—not just at the end of a project, unit, or year. The information is formative because it enables adjustments that deepen learning: Teachers use formative assessment to make adjustments to instruction, and students use the feedback from formative assessments to make revisions to their work and their approaches to it.

The NCME definition does not indicate if formative assessment is specifically a product or a process, yet hints at process when stating that it relates to “information about learning as it develops.” 

The Council of Chief State School Officers (CCSSO) defines formative assessment as a process that involves both students and teachers.

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners. Effective use of the formative assessment process requires students and teachers to integrate and embed the following practices in a collaborative and respectful classroom environment:

  • Clarifying learning goals and success criteria within a broader progression of learning
  • Eliciting and analyzing evidence of student thinking
  • Engaging in self-assessment and peer feedback
  • Providing actionable feedback
  • Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps
The CCSSO definition includes guidance concerning effective formative assessment practices, further emphasizing that it is a process and not a product.

Why: It can monitor student learning to provide feedback and reveals needed adjustments for ongoing teaching and learning to increase students’ achievement of intended instructional outcomes. 
More specifically, formative assessments:
  • It helps students identify their strengths and weaknesses and target areas that need work.
  • It helps teachers recognize where students are struggling and address problems in time.


Who: All students

When: Ongoing/continuous as part of instruction.

What Questions Does it Answer?
  • Are students mastering this standard?
  • How can I group students to differentiate instruction according to their needs?
  • Should I reteach before moving on?
  • Should I form small groups for intervention?

Examples:
  • Brainstorming
  • Student Checklist
  • Classroom assessments
  • Quick quizzes
  • Discussion
  • Observations
  • Comprehension checks
  • Entrance/exit tickets
  • Graphic organizers
  • Presentations
  • Self-evaluation
  • Think-Pair-Share
  • Jigsaw
Resource:
https://www.illuminateed.com/blog/2020/09/types-of-assessments/
https://www.prodigygame.com/main-en/blog/formative-assessment-examples/



]]> 2023-02-03 16:33:31 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467819272 Top 5 Examples of formative assessment jessiesmile15 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467820643 2023-02-03 16:34:41 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467820643 Examples of summative assessment jessiesmile15 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467828589 2023-02-03 16:41:21 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467828589 Summative Assessment: What, why & how? jessiesmile15 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467830815 What:  Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark. They are often high-stakes, meaning they have a high point value. Examples of summative assessments include midterm exams, a final exam or a final project.

Summative assessments are given to students at the end of an instructional period. They are evaluative rather than diagnostic and are used to measure whether a course’s learning objectives were met. Unlike formative assessments, summative assessments are formal and involve clear instructions, expectations, and grading rubrics to measure student comprehension.

Why:  Summative assessments are often used for grading students and can be used to measure growth or change in student learning. It can help illuminate areas of strength and gaps in curriculum and instruction, and especially for student subgroups. Reporting summative results provides information to families and the general public. Summative data should never be used as the only indicator of success for a student or a school. 

Who: All students.

When: End of the year, end of the course, or end of the term.

What Questions Does it Answer?
  • Did students master the content (knowledge and skills)?
  • Are we meeting district targets and goals?
  • Are there specific student groups exceeding or struggling?
  • Are our practices equitable?

Examples:
  • Unit Tests
  • Mid-term exams
  • Final exams
  • Final projects 
  • Essays
  • Portfolios
  • SAT
Resource:
https://tophat.com/glossary/s/summative-assessment/
https://www.illuminateed.com/blog/2020/09/types-of-assessments/




]]> 2023-02-03 16:43:10 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2467830815 Diagnostic Assessment chujundeng https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469898511 1.What the assessment is:  
When an assessment happens before the learning activity, these are called diagnostic because the results can be used to diagnose problem areas to focus on during the teaching to come.

2.Why it is used:
Diagnostic assessments can be particularly helpful to teachers and administrators who may have a lot of new incoming students with unknown ability levels.
Educators use these types of assessments to identify what students have yet to learn, diagnose any gaps in learning that will impede progress towards current learning objectives, or uncover any strengths that can be encouraged.
Educators can then use this information to guide lesson and curriculum planning. 
  •  Administrators can use diagnostic assessment information to decide on the curricula needed to support these students. 
  • Teachers can use the results to formulate personalized learning plans for individuals and assign students to groups for small group instruction.
  • It can also help benchmark student progress. 

3. Examples:
  • Short quizzes
  • Journal entries
  • Student interviews
  • Student reflections
  • Classroom discussions
  • Graphic organizers (e.g., mind maps, flow charts, KWL charts)

4. Other information
Four key questions of Diagnostic Assessment:
  • What does the student know?
  • What don't they know?
  • How do they compare to the rest of the class?
  • How can they improve?
Giving Good Diagnostic Feedback
  • Good diagnostic feedback is constructive. It shows students what they're doing right, not just where they're screwing up.Feedback should be timely.
  • Teachers should take the students' individual personalities into account. Some students need a strong push, others have to be handled gently or they become discouraged.
  • Feedback should be about specific skills, subjects or weaknesses.
  • A one-on-one conference between the teacher and the student is a good way share diagnostic feedback. The feedback can be verbal or written.
  • Teachers should have the students take notes.
  • If a teacher offers praise, it has to be sincere. Kids can often spot when an adult offers compliments they don't mean.
Good diagnostic feedback makes the diagnostic assessment valuable for the students as well as the teachers.

References:
https://work.chron.com/qualities-exceptional-esl-teacher-12705.html
https://www.hmhco.com/blog/different-types-of-assessment-in-education
https://www.prodigygame.com/main-en/blog/types-of-assessment/


]]> 2023-02-06 11:22:39 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469898511 Assessment of, as, and for learning jiyeonkim4 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469990735 1.Assessment for learning
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
1-1. what it does?

  • reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
  • involves formal and informal assessment activities as part of learning and to inform the planning of future learning
  • includes clear goals for the learning activity
  • provides effective feedback that motivates the learner and can lead to improvement
  • reflects a belief that all students can improve
  • encourages self-assessment and peer assessment as part of the regular classroom routines
  • involves teachers, students and parents reflecting on evidence
  • is inclusive of all learners.

2. Assessment as learning:
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.

2-1. what it does?

  • encourages students to take responsibility for their own learning
  • requires students to ask questions about their learning
  • involves teachers and students creating learning goals to encourage growth and development
  • provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning
  • encourages peer assessment, self-assessment and reflection.

3. Assessment of learning?
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

3-1. what it does?

  • is used to plan future learning goals and pathways for students
  • provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
  • provides a transparent interpretation across all audiences.

The approach or approaches used will be informed by:
  • the evidence of student learning to be gathered
  • the processes for gathering the evidence
  • the feedback to be provided to students.

sources: 
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
]]> 2023-02-06 12:41:56 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469990735 Some video examples of assessment of, as and for learning jiyeonkim4 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469992063 https://youtu.be/Atiuuy-7fBA


]]> 2023-02-06 12:42:59 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469992063 Some video examples of assessment of, as, and for learning jiyeonkim4 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469992972 https://youtu.be/_wvRJyTExVU

]]> 2023-02-06 12:43:48 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469992972 Performance assessment jiyeonkim4 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469999087 1. what:
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.

2. why:
Performance assessment is especially useful for assessing students’ achievement of complex learning standard (e.g., analyzing author’s purpose), assessing their ability to apply concepts they learned to solve problems (e.g., using understanding of past presidential elections to predict what will happen in this presidential election), and assessing skills (e.g., using an electronic library card catalog). As a colleague once said, “The only way to know if they can swim is to put them in the pool.” Some simple skills, though (e.g., kindergarten students making equal sets with colored counters) are also best assessed by observing student performance.

3. examples:
* 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.
Performance tasks must be carefully designed so that the student responses really do give evidence of the knowledge and skills we are trying to assess. Performance criteria must be clear and help students focus on those things, particularly, so they can “show what they know.” Performance tasks help show students what real work in a discipline looks like — what it means to be a writer, mathematician, historian, or scientist, for example. And when students understand the criteria for success with a learning task and apply those criteria as they work, research shows that their performance — and their achievement — increases.

source:
https://www.edweek.org/teaching-learning/what-is-performance-
https://medium.com/inspired-ideas-prek-12/performance-assessment-what-is-it-and-why-use-it-1394712c5d3assessment/2019/02]]> 2023-02-06 12:48:49 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2469999087 videos for performance assessment jiyeonkim4 https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2470000205 2023-02-06 12:49:46 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2470000205 Peer assessments-ingy ingyashraffouad https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2475683288 What is peer assessments: 

Peer assessment is a process in which students provide feedback to other students. The purpose of the this, is for students to help each other improve their learning. This allows the students to give and receive feedback and allows them to retain and strengthen their understanding of the learning goals that they have on hand. 

How this helps the students: 
1- creates a positive classroom culture, where the students feel supported by their friends 
2-it allows the students to retain more information because they are having an open discussion with their peers. 
3- It allows for collaborations between peers 
4- Often when students receive feedback from their teachers, they may view it as their work being criticized, if its from their peers they will view it more as collaborative work. 

Terms that can be used between peers:
1- could you please explain this point more... 
2- i love the point you raised here, but I would like to suggest 
3-Im confused about this, could you clarify it? 
4- Maybe you could add/ remove this....
5- I think adding more details or examples could strengthen your point. 
6- you could improve on.... 

More about Peer Assessments: 
https://www.youtube.com/watch?v=2hRu5i-gfXo]]> 2023-02-09 22:04:48 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2475683288 Confirmative Assessment-ingy ingyashraffouad https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2475701360 Its a new approach to continuous quality improvement, this approach is new, its where students take assessments even after the educator finishes executing the instruction in the classroom, the purpose is to determine whether the information is retained and the instruction is a success after a period of time (usually a year)

What this does:
1-Shows the value and output of a certain course/program overtime.
2-measures the output of a specific educational process and how it can be more efficient.
3-typically done after the summaritive evaluation, with the goal that its still effective in weeks or years later.

Confirmative Evaluation model (https://www.evelynlearning.com/confirmative-evaluation-meaning-scope-purpose-and-model/#:~:text=Confirmative%20assessment%20is%20a%20new,a%20success%20after%20a%20year.)
Based on continual improvement
The Phase | The Task
Planning | The educator focuses upon and designs the evaluation during this phase.
Doing | The second phase deals with the collection of information through a variety of methods, including questionnaires, interviews, observations and focus groups. Educators can also use work samples and performance analysis, context studies, peer-supervisor-self reports, and cost-benefit analysis.
Assessing | This phase focuses on data collection and interpretation. 
Improving | In this phase, educators consider the intervention’s impact, value added, and effectiveness. Following this, they recommend whether to continue, improve, or end the intervention.]]> 2023-02-09 22:32:44 UTC https://padlet.com/jessiesmile15/ik4wg2ppwxtsse33/wish/2475701360