2. What is Assessment?
Assessment is the shared process of gathering
purposeful and systematic measurement for
documentation, reflection, and improvement of
both student learning and institutional practices
3. Why is Assessment Important?
Assessment helps students learn, teachers improve
instruction, administrators decide how to allocate
resources, and policymakers evaluate the efficacy of
education programs
4. Assessment is Not Evaluation!
Evaluation analyzes and uses data to make judgments
about student performance
Assessment analyzes and uses data to make decisions
about improvements in teaching strategies and
student learning
5. Types of Assessment
Formative
Interim/benchmarked
Summative
Other types…
Diagnostic
Performance
Individual or group projects
Portfolios
Student logs
Journals
6. Formative Assessment
Definition
Process of gathering evidence of student learning
Providing feedback
Adjusting instruction strategies to enhance achievement
Learners can change behaviors
E.g., discussion, quiz, etc.
14. Formal Formative Assessment
6 Types of formal formative assessment
In class assignments
Quizzes and Unit tests
Classroom Response Systems
15. Formative Assessment
Interim Assessments (Benchmark)
Periodic testing throughout the school year
E.g., every six weeks or chapter test
Low-level/ little or no student feedback
More formal style using projects, written assignments,
and tests
25. Summative Assessment
Planning Summative Assessment
End of a large chunk of learning
Review what you want to do
Criteria for ensuring high-quality assessment
Representative sampling
E.g., standardized testing, final exams, major cumulative
projects, research projects, etc.
26. Summative Assessment
Preparing students – Assessment – Taking skills
Teach assessment taking skills
Test length, format, types of questions, etc.
Review
30. Assessment Types Comparison Table
Category Formative Interim Summative
Timeline and
frequency
Often and during
the course of
instruction
Pre-determine
points of time
End of unit and/or
end of year
Grading Optional Necessary Necessary
Opportunity to
improve student
learning
High Med or high
(depending on
implementation)
Low
Purpose • Adjust
instruction
• Provide
feedback to
student
• Adjust
instruction
• Report cards
• District reports
• Report cards
• District and
state reports
31. Assessment Question Types
Multiple choice
Matching, sequencing
True-false, yes-no
Factual short answer, fill-ins
Higher-order shot answer
Short or long essay
Reliability and Validity
Shared between instructor and students
Purposeful – careful planning
Systematic – continuous and organized effort
Measurement – quantifying meaningful data
Documentation – evidence
Reflection – about learning
Improvement – quality of education
Shared between instructor and students
Purposeful – careful planning
Systematic – continuous and organized effort
Measurement – quantifying meaningful data
Documentation – evidence
Reflection – about learning
Improvement – quality of education
assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction
E.g. prior knowledge, levels, interest, motivation, etc. for preparation of class, analyzing students’ characteristics
Short-term
Help integrate
Immediate feedback
Specific learning goal, motivation
Support to enhance learning by breaking a task down into smaller parts
Vygotsky’s zone of proximal development
Compare student work with previous performance
Where the standards define the expected learning (kind of goal-directed)
Compare a student’s performance to what other studnets have achieved.
Oral, written, and demonstration of correct procedures
Ability, grade level, subjects, etc.
Feedback is limited
Compare to standard or groups
Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses
Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses
