As opposed to assessment of learning, it is more micro, urgent, doen through the course of the unitm and assesses a student’s comprehension and understanding of a skill or lesson during the learning and teaching process. This is often referred to as formative assessments. It is used to help teachers evaluate and adjust the learning process and determine more urgent decisions when to move on and when to reteach. It also provides a metric for identifying students at risk and those that need to be more challenged. This type of assessment involve all stake holders from teachers, students and parents.

Assessment AS learning:
It is often described parallel to assessment for learning. The main difference is that in this type of assessment the students are their own assessors. It is used as another kind of formative assessment where the main skills to be taught are self evaluation,peer assessment, and reflection. It involves both teachers and students where they work together on creating learning growth and development goals.

2. Examples of the type of assessment

Assessment OF learning:
  1. Exams
  2. Portfolios 
  3. Final Projects
  4. Standardized tests
  5. Lab reports and investigations

Assessment FOR learning:
    1. Entry/Exit tickets
    2. Edpuzzle
    3. Kahoot
    4. Homework worksheets
    5. Class discussions

Assessment AS learning:
     1. Peer evaluation for projects or presentations
     2. Self evaluation rubric after one chapter of a certain unit
     3. Ipsative assessments to compare the student's acheivement with their own progress through the year or the unit.


3. Useful links:

https://www.pearsonassessments.com/professional-assessments/blog-webinars/blog/2017/12/assessment-for-learning-vs--assessment-of-learning.html 

https://www.youtube.com/watch?v=Atiuuy-7fBA 

https://www.youtube.com/watch?v=49q1Dx9ClLE

Formative examples:

Summative Examples:

Other info:

A system of developmental checklists, portfolios of children's work, and summary reports, when used together, can help you to:

A diagnostic assessment refers to an assignment written at the beginning and end of a course. Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. The diagnostic assessment is a tool for teachers to better understand what students already know about a topic when submitted before the start of a course.

An identical assessment may be given post-instruction to identify if students have met a course’s required learning objectives. With this form of assessment, teachers can plan meaningful and efficient instruction and can provide students with an individualized learning experience. Post-course assessments can be compared with pre-course assessments and can show students’ potential improvement in certain areas. 

The goal is to get a snapshot of where students currently stand allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use. 

These assessments allow the instructor to adjust the curriculum to meet the needs of current and future students.

It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning. This assessment is used to collect data on what students already know about the topic. In simple terms, diagnostic evaluation means to diagnose or discover the students' difficulties while learning and assess the problem accurately. A diagnostic test is performed to disclose weaknesses and strengths to themselves.

 

Diagnostic assessment benefits both the instructor and the students. 

First, it allows teachers to plan meaningful and efficient instruction. When a teacher knows exactly what students know or don't know about a topic, he/she can focus lessons on the topics students still need to learn about rather than what they already know. This cuts down on student frustration and boredom.

Second, it provides information to individualize instruction. It may show a teacher that a small group of students needs additional instruction on a particular portion of a unit or course of study. He/she can then provide remediation for those students so that they can fully engage with new content. 

Similarly, if a teacher discovers that a group of students has already mastered a large portion of a unit of study, he/she can design activities that allow that group to go beyond the standard curriculum for that topic through independent or small group study.

Finally, it creates a baseline for assessing future learning. It shows both the teacher and the students what is known before instruction has occurred. Thus, it sets a baseline on a topic. As the students move through instruction, they can see what they are or aren't learning, and the teacher can provide remediation or enrichment as needed.

1.     Happen at the beginning or at the end of a unit, lesson, quarter, or period of time.

2.     Goal of understanding student's current position to inform effective instruction.

3.     Identify strengths and areas of improvement for the student.

4.     Low-stakes assessments (Usually do not count as a grade)

Examples of informal diagnostic reading assessments include: Phonological awareness surveys, Sight word lists, Running records, Informal Reading Assessments. 

Examples of informal diagnostic writing assessments include: Initial writing prompts, charts, Surveys, Journals. 

 

 

 

 

 

 

 

 

 

References 

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.

Alderson, J. C. (2005). Diagnosing Foreign Language Proficiency: the interface between learning and assessment. London, UK: Continuum. 

Bejar, I. I. (1984). Educational diagnostic assessment. Journal of Educational Measurement, 21, 175–89.

Black, P.J. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5. 7–74.

Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C. and Doe, C. (2007). The challenge of (diagnostic) testing: Do we know what we are measuring? Language Testing Reconsidered. Ottawa, Canada: University of Ottawa Press, 21–39.

Frederiksen, N., Glaser, R., Lesgold, A. and Shafto, M. (1990). Diagnostic Monitoring of Skill and Knowledge Acquisition. Mahwah, NJ: Lawrence Erlbaum.