Toe, D, Lang, J, Paatsch, L, Yim, B, Jobling, W, Doig, B and Aranda, G. 2016. Assessment of student development and Learning in International Baccalaureate Primary Years Programme Schools

Multiple-choice tests: 

These tests are a common form of assessment that involves selecting the correct answer from a list of options. Multiple-choice tests assess a wide range of knowledge and skills and can be administered quickly and efficiently. However, they can be limited in their ability to measure higher-order thinking skills such as analysis and synthesis.

Essays and open-ended questions: 

These assessments require students to write responses demonstrating their understanding of a topic or issue. Essays and open-ended questions can assess higher-order thinking skills and provide more detailed information about students' thought processes. However, they can be time-consuming to grade and may be subject to bias in grading.

Projects and presentations: These assessments require students to demonstrate their knowledge and skills by completing a task or presenting information to an audience. Projects and presentations can assess a wide range of knowledge and skills and can be engaging for students. However, they can be time-consuming to plan and evaluate and may require additional resources.

Portfolios: Portfolios are a collection of student work demonstrating their learning over time. Portfolios can assess a wide range of knowledge and skills and provide a comprehensive view of student learning. However, they can be time-consuming to create and evaluate and may require additional resources for storage and organization.

Various assessment approaches are used in my classroom to provide a more comprehensive view of student learning. For example, a teacher might use multiple-choice tests to assess foundational knowledge, essays, open-ended questions to assess higher-order thinking skills, and projects or portfolios to assess the application and synthesis of knowledge. It is important to align assessments with learning objectives and standards and to use assessment data to guide instruction and support student learning.

In my classroom, I evaluate students' knowledge, skills, and understanding at the end of a unit or course to determine their overall achievement, called summative assessment.

The purpose of assessment of learning is to provide a final grade or evaluation of student performance that reflects their overall mastery of the subject matter. Examples of assessment of learning include final exams, standardized tests, and end-of-unit projects.

Assessment of learning is often used to make important decisions, such as determining whether a student has met the requirements for the criterion or whether they are prepared for the next level of education. In addition, assessment of learning can be used to evaluate the effectiveness of a teaching program or curriculum. Effective learning assessment should be aligned with learning objectives and standards, provide accurate and reliable data, and be fair and unbiased. As an educator, I  use the assessment of learning data to make informed decisions about curriculum, instruction, and student support. Students can also use assessment of learning feedback to identify areas for improvement and set goals for future learning.