ASSESSEMENT-AND-TYPES.pptx

ASSESSEMENT-AND-TYPES.pptx

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  ASSESSEMENT: DEFINITION AND TYPES
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  What is Assessment? •definedas an act or process of collecting and interpreting information about student learning •a very powerful tool for educational improvement
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  PURPOSE: •to provide feedbackto students and to serve as a diagnostic tool for instruction •It answers the questions: WAS THE INSTRUCTION EFFECTIVE? DID THE STUDENTS ACHIEVE THE INTENDED LEARNING OUTCOMES?
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  TYPES OF ASSESSMENT 1.ASSESSMENT AS LEARNING – part of formative assessment – involves students monitoring and gathering information about their own learning. https://phecanada.ca/sites/default/files/content/docs/assessment/assessment-as-learning-en.pdf
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  •They do thisthrough self and/or peer assessments to help understand how they are progressing in their learning, and what, if anything, they can do to improve. As students gather evidence of their current learning, they compare it with pre- established success criteria to better understand their area(s) of strength, and what they can focus on to improve their learning.
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  Assessment as learningoccurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.
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  2. ASSESSMENT FORLEARNING • Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard. One way of thinking about AFL is that it aims to ‘close the gap’ between a learner’s current situation and where they want to be in their learning and achievement. Skilled teachers plan tasks which help learners to do this. AFL involves students becoming more active in their learning and starting to ‘think like a teacher’. They think more actively about where they are now, where they are going and how to get there. https://cambridge-community.org.uk/professional-development/gswafl/index.html#:~:text=Assessment%20for%20learning%20(AFL)%20is,learn%20and%20to%20what%20standard.
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  3. ASSESSMENT OFLEARNING Assessments of learning are typically administered at the end of a unit or grading period and evaluate a student’s understanding. “Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.”
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  Various Roles ofAssessment
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  Assessment place numberof roles in making instructional decisions: A. FORMATIVE ASSESSMENTS are in-process evaluations of student learning that are typically administered multiple times during a unit, course, or academic program. • The general purpose of formative assessment is to give educators in-process feedback about what students are learning or not learning so that instructional approaches, teaching materials, and academic support can be modified accordingly.
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  •Formative assessments areusually not scored or graded, and they may take a variety of forms, from more formal quizzes and assignments to informal questioning techniques and in-class discussions with students
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  Such an assessmentcould include: • In-lesson polls • Partner quizzes • Self-evaluations • Ed-tech games • One-minute papers • Visuals (e.g., diagrams, charts or maps) to demonstrate learning
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  : B. SUMMATIVE ASSESSMENT: ✔Itoccurs at the end of a unit, chapter, or term and is most commonly associated with final projects, standardized tests, or district benchmarks. ✔Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand.
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  There are varioustypes of summative assessment. Here are some common examples of summative assessment in practice: •End-of-unit test •End-of-chapter test •Achievement tests •Standardized tests •Final projects or portfolios
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  The differences betweenformative and summative assessment Formative assessment: • Occurs through a chapter or unit • Improves how students learn • Covers small content areas • Monitors how students are learning • Focuses on the process of student learning Summative assessment: • Occurs at the end of a chapter or unit • Evaluates what students learn • Covers complete content areas • Assigns a grade to students' understanding • Emphasizes the product of student learning https://www.prodigygame.com/main-en/blog/summative-assessment/
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  Monitoring vs grading •Formative assessment is extremely effective as a means to monitor individual students’ learning styles. It helps catch problems early, giving you more time to address and adapt to different problem areas. • Summative assessments are used to evaluate and grade students’ overall understanding of what you’ve taught. Think report card comments: did students achieve the learning goal(s) you set for them or not?
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  C. DIAGNOSTIC ASSESSMENT •This is used to collect data on what students already know about the topic. Diagnostic assessments are sets of written questions that assess a learner’s current knowledge base or current views on a topic/issue to be studied in the course. https://www.queensu.ca/teachingandlearning/modules/assessments/10_s2_02_diagnostic_assessment.html
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  Benefits of DiagnosticAssessments • Indicate students' prior knowledge. • Assess the learning that has occurred during a teaching/learning session. • Can help instructors adjust content and activities to encourage more effective learning. • Can help students understand the value of a lesson, module, or entire course. • Can point out to students the gaps in student’s reasoning and misperceptions about subject matter. • May motivate students to seek accurate information and practice. • Demonstrate to students that their instructors care about them as people and about their success as learners.
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  D. PLACEMENT ASSESSMENT •Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course. For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs https://www.edglossary.org/assessment/
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  • Placement tests,sometimes called placement exams, are tests that act as indicators of a student’s academic abilities. Placement tests are given to students entering educational institutions to measure their overall knowledge in various subjects before assigning the students their aptitude-appropriate-level courses. Placement tests indicate individual scholastic readiness, specifically for skills in English, math, and reading. https://www.goodwin.edu/glossary/placement-tests
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  https://www.harapnuik.org/?p=8475