Teachnow M5U1A1 by Rikki J https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh Presented by Rikki, Lili and Sasha. en-us 2022-11-25 03:34:17 UTC 2022-11-26 23:28:13 UTC hello@padlet.com https://padlet.net/icons/png/2764.png Formative and summative assessment-Rikki newrikki2022 https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397487867 Definition of formative and summative assessment
Formative assessment
A set of formal and informal assessment methods undertaken by the teachers at the time of the learning process is known as Formative Assessment. It is a  part of the instructional process, which is undertaken by the teachers, with an objective of enhancing the student’s understanding and competency, by modifying teaching and learning methods.
Formative Assessment attempts to provide direct and detailed feedback to both teachers and students, regarding the performance and learning of the student. It is a continuous process, that observes student’s needs and progress, in the learning process.
Summative assessment
Summative Assessment refers to the evaluation of students; that focuses on the result. It is a part of the grading process which is given periodically to the participants, usually at the conclusion of the course, term or unit. The purpose is to check the knowledge of the students, i.e. to what extent they have learned the material, taught to them.
Summative Assessment, seeks to evaluate the effectiveness of the course or program, checks the learning progress, etc. Scores, grades or percentage obtained to act as an indicator that shows the quality of the curriculum and forms a basis for rankings in schools.

 Why it is used
Formative assessment
Using formative assessments in the classrooms help teachers to assess the academic growth of a student in different manners.
Once teachers run the assessment, they can adjust the lessons based on individual students’ needs and objectives. 
Summative assessment
 The goal of summative assessment is to analyze a student’s learning at the end of a course.

Examples
Formative assessment
  • One Minute Papers
Ask students to create simple one-minute papers. If it is an online classroom, then they can do this online on platforms suchas Padlet, Formplus. 
The teacher can create a simple 1-minute survey with open-ended questions and ask your students to share their knowledge within a particular context. 
  • Entry Slips
Before starting off on a new topic or lesson, the teacher can ask one or more questions to know how much the students remember from the previous lesson. 
  • Exit Slips
Exit slips are used to measure the students’ progress at the end of the lesson. Ask learners to write some of the points they remember from the lesson on scrap paper or create a simple online questionnaire to collect relevant responses from students. 
Summative assessment
  • End-of-term Examination
A final examination or assessment is one of the most common methods of classroom evaluation. Examinations have a simple framework—the teacher curates relevant questions and the students respond to these questions within a timeframe. 
Instructors conduct examinations as some sort of final knowledge review of the program. Examinations test the students’ knowledge of the subject matter and they produce quantitative results that help you to grade your students and know how well they have performed. 
  • 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. 
  • Oral Tests
Oral summative assessments are used to get real-time and spontaneous responses from learners at the end of a course. The instructor can embrace structured, semi-structured, or unstructured interview methods to grade the students and evaluate their overall performance. Students may also partake in oral classroom presentations. 

Differences between formative and summative assessment
  1. Formative assessments are taken during the learning process, while summative assessments often happen at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year.
  2. Formative assessments are for learning, while summative assessments are of  learning.
  3.  Most summative assessments are deliberately set apart from instruction, but formative assessments are integrated into the teaching and learning process. 
  4. The goal of formative assessment is to monitor student learning while summative assessment is to evaluate student learning.

Resources
https://keydifferences.com/difference-between-formative-and-summative-assessment.html
https://www.formpl.us/blog/formative-assessment
]]> 2022-11-25 03:41:14 UTC https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397487867 Diagnostic assessment - Sasha andrewssashaleigh123 https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397592574 What are diagnostic assessments?
Diagnostic assessments serve as pre-assessment or pre-tests in which teachers evaluate students' strengths, weaknesses, knowledge, and skills before they begin instruction.

Types of diagnostic assessments that can be used for assessing students:
  • Journals
  • Quiz/Test
  • Conference/Interview
  • Posters
  • Performance Tasks
  • Mind Maps
  • Gap-Closing
  • Student Surveys
  • Anticipation Guides
  • Graffiti Walls
  • Word Splash
  • Parallel Activity
  • Formal Assessment
  • KWL

Benefits of Diagnostic Assessments

  • Indicate students' prior knowledge.

  • Assess the learning that has occurred during a teaching/learning session.

  • It can help instructors adjust content and activities to encourage more effective learning.

  • May make the teaching/learning process more efficient and effective by zeroing in on content that needs to be taught and mastered.

  • Can help students understand the value of a lesson, module, or entire course.

  • Can point out to students the gaps in students' reasoning and misperceptions about the subject matter.

  • It may motivate students to seek accurate information and practice.

  • Demonstrate to students that their instructors care about them as people and their success as learners.

In conclusion, the purpose of diagnostic assessment is to aid teachers to improve their instruction methods and help students learn better.

Resources: https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/5_assessment_diagnostic.html
https://harappa.education/harappa-diaries/diagnostic-assessment/

]]> 2022-11-25 06:12:41 UTC https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397592574 Performance assessment-Sasha andrewssashaleigh123 https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397624969 What is a performance assessment?
A performance assessment involves applying and showing skills and knowledge through various performance tasks. A performance assessment aims to improve the student learning experience and evaluate the effectiveness of lesson plans.

How are they used?
Throughout the year, teachers use performance assessments to determine if their students are gaining knowledge in a subject. Performance assessments can be administered at any time, although they are typically administered at the beginning and end of a course. Students are asked to use their critical thinking and problem-solving skills to produce reports, experiments, or performances demonstrating their abilities
Some common types of performance assessments include:

  • Standardized assessments or norm-referenced: Assessments that use a basic threshold to understand student knowledge and provide a grade or score as an assessment result. 
  • Interim assessments: Assessments that are administered multiple times in a school year. 
  • Summative: Teachers may give this assessment at the end of the semester to understand if the coursework helped a student apply their knowledge during an assessment. 

Examples of performance assessments
  • Writing a few sentences in an open-ended response
  • Writing an essay that provides a thorough analysis
  • Investigating a laboratory experiment
  •  Creating a portfolio of student work
  •  Researching and writing an original paper.

Resources: https://www.indeed.com/career-advice/career-development/performance-assessment
https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-
]]> 2022-11-25 06:58:57 UTC https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397624969 Lili Ma maryma1987_1 https://padlet.com/Rikki0Lili0Sasha0assessments/uasjpbawm9nj1qeh/wish/2397709501
Assessment and evaluation requires thoughtful planning and implementation to support the learning process and to inform teaching. All assessments and evaluation of student achievement must be based on the outcomes in the provincial curriculum and allow for flexibility determined by the needs of the student.


There are three interrelated purposes of assessment. Each type of assessment, systematically implemented, contributes to an overall picture of an individual student’s achievement.


Assessment for learning (formative assessment) involves the use of information about student progress to support and improve student learning, inform instructional practices, and:

  • is teacher-driven for student, teacher, and parent use;
  • occurs throughout the teaching and learning process, using a variety of tools; and
  • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning.

Assessment as learning (formative assessment) actively involves student reflection on learning, monitoring of his/her own progress, and:

  • supports students in critically analyzing learning related to curricular outcomes;
  • is student-driven with teacher guidance; and
  • occurs throughout the learning process.

Assessment of learning (summative assessment) involves teachers’ use of evidence of student learning to make judgements about student achievement and:

  • provides an opportunity to report evidence of achievement related to curricular outcomes;
  • occurs at the end of a learning cycle using a variety of tools;
  • provides the foundation for discussions on placement or promotion. The evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents/caregivers, and others about student progress; and to make informed decisions about the teaching and learning process.
    (Saskatchewan Ministry of Education, 2010b, p. 33)

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

https://saskatchewanreads.wordpress.com/assessment-for-as-of-learning/

Saskatchewan Ministry of Education, 2010b, p. 33

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