Standardized Assessment : state-mandated standardized tests. Some examples include: SAT, ACT, Stanford Achievement Test, TerraNova, LSAT, GMAT, GRE
Alternative or Authentic Assessment : usually designed by the teacher to gauge the level of student understanding. Some examples include: portfolios, journals, performance tasks, interviews, essays, self and peer evaluations.
Criteria and goal setting: establish and define quality work together; determine what should be included in criteria for success
Observations: assist teachers in gathering evidence of student learning to inform instructional planning; this evidence can be recorded and used as feedback about their learning
Questioning strategies: should be embedded in lesson/unit planning
Self and peer assessment: helps create a learning community within a classroom; students who can reflect while engaged in metacognitive thinking are involved in their learning
Student record keeping: helps students better understand their own learning as evidence by their classroom work; this process engages students as well as allows them to see where they started and the progress they're making towards the learning goal
Formative assessments takes place during the lesson and provides the teacher with information regarding how the learning objectives of a given activity are being reached.
It provides valuable information as to what modifications need to be made while the learning is happening .
Below is a clip that demonstrates formative assessment. Note how the students are directly involved in the formative assessment process . These students are highly engaged and act as resources for their peers. The teacher is also providing much descriptive feedback .
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and students (report card grades)
Summative Assessments http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The key is to think of summative assessments as a means to gauge, at a particular point in time, student learning relative to content standards
As teachers gather information/data about student learning, several catergories may be included
In order to better understand student learning, teachers need to consider information about the products (paper or otherwise) students create and tests they take , observational notes , and reflections on the communication that occurs between teacher and student or among students
When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards