The document discusses assessment strategies in education, emphasizing the definition, types, and important qualities of effective assessments. It distinguishes between formative and summative assessments and provides examples and simple strategies to enhance student understanding. Additionally, it highlights the importance of feedback in the learning process and suggests various methods for evaluating student comprehension.

1. Assessment Strategies
Compiled & Written By
Hatem Amer
Catherine Educational Zone

2. Goals for Today ….
 What is Assessment ?
 Assessment and Evaluation .
 Important Qualities of Good Assessment .
 Types of Assessment .
 Simple Assessment Strategies .

3. What is Assessment ? (1)
The word ‘assess’ comes from the
Latin verb ‘assidere’ meaning ‘to sit
with’.
In assessment , one is supposed to
sit with the learner. This implies it is
something we do ‘with’ and ‘for’
students and not ‘to’ students
(Green, 1999).

4. What is Assessment ? ( 2 )
Assessment in education is the
process of gathering,
interpreting, recording, and
using information about pupils’
responses to an educational
task. (Harlen, Gipps, Broadfoot,
Nuttal,1992)

5. Assessment and Evaluation
Assessment Evaluation
Emphasis on the teaching process
and progress
Emphasis on the mastery of
competencies
Focus on the Teacher Activity
or Student Activity
Focus on Student Performance or
Teacher Performance
Purpose is to improve the teaching
and learning process
Purpose is to assign a grade or ranking
Generally Formative Generally Summative

6. Important Qualities of Good Assessment (1 )
 Remember RSVP
Reliability
 The results of our assessments should be
consistent no matter when we give it.
Standardization
 The assessment should have a similar format,
content, and procedure for all students.

7. Important Qualities of Good Assessment
(2)
Validity
 The assessment should measure what it is
intended to measure.
Practicality
 The assessment and its procedures should be
fairly simple to use and take only a small
amount of time to administer and score.

8. Types of Assessments
Diagnostic Assessment .
Formative Assessment .
Summative Assessment .

9. Important Definitions ( 1 )
 Diagnostic Assessment (also known as pre-
assessment) provides instructors with
information about student's prior knowledge
and misconceptions before beginning a
learning activity. It also provides a baseline
for understanding how much learning has
taken place after the learning activity is
completed
 Formative Assessment refers to a wide
variety of methods that teachers use to

10. Important Definitions ( 2 )
 conduct in-process evaluations of student
comprehension, learning needs, and
academic progress during a lesson, unit, or
course .
 Summative Assessment is used to evaluate
student learning, skill acquisition, and
academic achievement at the conclusion of a
defined instructional period—typically at the
end of a project, unit, course, semester,
program, or school year.

11. Types of Assessment
FORMATIVE
When the
cook tastes the
soup.
SUMMATIVE
When the
customer tastes
the soup.

12. Formative & Summative
 Assessment FOR
learning
(Formative):
 How can we use
assessment to
help students learn
more?
 Assessment OF
learning
(Summative):
 How much have
students learned
as of a particular
point in time?

13. Formative and Summative Assessment
Formative
 Assessment for learning
 Focuses on the process
 Monitors student learning
to provide ongoing
feedbacks that can be
used by instructors to
improve their teaching
and by the students to
improve their learning
 Helps to identify students
strengths and weaknesses and
target areas that need work.
Summative
 Assessment of learning
 Focuses on the outcome
 provides teachers and
students with information
about the attainment of
knowledge
 The goal is to evaluate
student learning at the end of
an instructional unit by
comparing it against some
sort of standard or
benchmark

14. Formative
‘… often means no more than
that the assessment is carried
out frequently and is planned at
the same time as teaching.’
(Black and Wiliam, 1999)
‘… provides feedback which
leads to students recognizing
the (learning) gap and closing it
… it is forward looking …’
(Harlen, 1998)
‘ … includes both feedback
and self-monitoring.’ (Sadler,
1989)
‘… is used essentially to feed
back into the teaching and
learning process.’ (Tunstall and
Gipps, 1996)
Summative
‘…assessment (that) has
increasingly been used to sum
up learning…’(Black and Wiliam,
1999)
‘… looks at past achievements
… adds procedures or tests to
existing work ... involves only
marking and feedback grades to
student … is separated from
teaching … is carried out at
intervals when achievement has
to be summarized and reported.’
(Harlen, 1998)

15. Examples of Formative and Summative
Formative
 Homework
assignments, in-class
assignments, quizzes .
 Projects and performances
 Writing assignments
 Tests and quizzes
 Asking questions
Summative
 Exams .
 Final projects (Portfolio, Research
paper, Travelogue)
 Chapter and Unit tests
 Semester tests ( midterm and final
tests)
 Standardized tests
 College admissions test ( CFAT )
 End-of-course evaluation
(Advanced Placement or
International Baccalaureate
exams).

16. Pros and Cons of Summative Assessment
Pros
 evaluates the effectiveness
of educational programs;
 measures progress toward
improvement goals;
 makes course-placement
decisions, among other
possible applications.
Cons
 not always the most
accurate reflection of
learning.
 they do nothing to identify
and remedy instructional
problems before they
become critical.
 having one big test makes
everyone anxious, and is
disruptive to school life.

17. Simple Assessment Strategies &
Tips You Can Use Every Day
 The ultimate goal of teaching is understanding. But
sometimes it’s easier to talk than to teach, as we all
know, especially when we need to cover a lot of
material in a short amount of time. We hope students
will understand, if not now then before test time, and
we keep our fingers crossed that their results will
indicate we’ve done our job. The problem is, we
often rely on these tests to measure understanding
and then we move on. There isn’t always time to
address weaknesses and misunderstandings after
the tests have been graded, and by that time it’s too
late for students to be interested.

18. 1. An open-ended question that gets
them writing/talking
 Avoid yes/no questions and phrases like
“Does this make sense?” In response to
these questions, students usually answer
“yes”. So of course it’s surprising when
several students later admit that they’re lost.
To help students grasp ideas in class, ask
open-ended questions that require students
that get students writing/talking. They will
undoubtedly reveal more than you would’ve
thought to ask directly.

19. Simple Assessment Strategies
2. Ask Students to Reflect
 During the last five
minutes of class ask
students to reflect on the
lesson and write down
what they’ve learned.
Then, ask them to
consider how they would
apply this concept or skill
in a practical setting
3. Use Quizzes
 Give a short quiz at the
end of class to check for
comprehension.

20. Simple Assessment Strategies
 4. Ask students to
summarize
 Have students
summarize or
paraphrase
important concepts
and lessons. This
can be done orally,
visually, or
otherwise.
 5. Hand Signals .
 Hand signals can be used to
rate or indicate students’
understanding of content.
Students can show
anywhere from five fingers to
signal maximum
understanding to one finger
to signal minimal
understanding. This strategy
requires engagement by all
students and allows the
teacher to check for
understanding within a large
group.

21. Simple Assessment Strategies
 6. Response cards
 Index cards, signs,
whiteboards, magnetic
boards, or other items
are simultaneously held
up by all students in
class to indicate their
response to a question
or problem presented
by the teacher.
 7. Four corners
 Four Corners
provides an
opportunity for
student movement
while permitting the
teacher to monitor
and assess
understanding.

22. Simple Assessment Strategies
 8. Formative pencil–
paper assessment.
Students respond
individually to short,
pencil–paper formative
assessments of skills
and knowledge taught
in the lesson. Teachers
may elect to have
students self-correct.
 9. Peer instruction
 Perhaps the most
accurate way to
check for
understanding is to
have one student try
to
teach another student wh

23. Assessment Strategies
& I hope you make use of this TALK.
Hatem Amer
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