This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.

1. Module #8

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.

7. Formative Assessment
 Continuing circular process
 Formative Assessment Cycle
 Gather Evidence of Learning
 Evaluate evidence
 Feedback
 Adjust instruction

8. Formative Assessment
Characteristics
 Evidence of student learning
 Structure
 Participants involved feedback
 Instruction adjustments

9. Formative Assessment
Characteristics
 Teacher-student interaction
 Student self assessment
 Attributions for success

10. Formative Assessment
 Informal Formative Assessment
 Observation
 Formal Formative Assessment
 Quizzes

11. Informal Formative Assessment
 Informal observations
 Questioning
 Spontaneous
 Immediate Feedback and instructional adjustments

12. Formal Formative Assessment
 Planned activity – individual or groups
 Specific sequence of activities
 Pre-assessments

13. Formal Formative Assessment
 6 Types of formal formative assessment
 Structured exercises
 Pretests
 Homework

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

16. Formative Assessment
 Effective Feedback
 Engage students
 Differentiate
 Feedback about student work, not the student

17. Formative Assessment
 Types of Feedback
 Goal-directed
 Scaffolded
 Self-Referenced
 Standards-Referenced
 Norm-referenced

18. Formative Assessment
 The nature of the feedback
 Amount
 Timing
 Mode
 Audience
 Type of task

19. Formative Assessment
 Differentiated Formative Feedback
 Learner Level of Ability
 Grade Level
 Subject

20. Formative Assessment
 Effective Feedback
 Relates performance to standards
 Relates performance to strategies
 Indicates progress
 Indicates corrective action
 Specific
 Focuses on errors
 Focuses on effort attributions

21. Formative Assessment – Mastery
Learning
 Instructional Adjustments
 Further reading
 Individual tutoring
 Group work (small group / whole class)

22. Formative Assessment– Mastery
Learning
 Instructional Adjustments
 Questioning
 Work sheets
 Peer tutoring
 Clarifying criteria

23. Formative Assessment – Mastery
Learning
 Instructional Adjustments
 Modeling
 Changing sequence
 Online exploration
 Concept mapping

24. Formative Assessment
 Differentiated Instruction
 Response to Intervention
 Learning progressions

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

27. Summative Assessment
 Preparing students
 Item type and format
 Assessment anxiety

28. Summative Assessment
 Conducting Summative Assessments
 When should they be scheduled
 When should they be created

29. Summative Assessment
 Creating Summative Assessments
 Assessment Directions
 Arrange Items
 Physical Layout

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

32. Delivery Types
 Paper and pencil
 Online
 Computer adaptive testing

33. Scoring Types
 Human scoring
 Distributed scoring
 Automated scoring
 Rubric
 Checklists