The document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines formative assessment as a process of gathering evidence of student learning through feedback and adjusting instruction to enhance achievement. Formative assessment includes informal observations and formal activities like quizzes. Summative assessment evaluates student learning at the end of a period of instruction, while interim assessments evaluate periodically. The document emphasizes that the purpose of assessment is to improve student learning and instructional practices.

1. ASSESSMENT AND
FEEDBACK
WEEK #9

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
teaching strategies and student

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
• 6Types of formal formative assessment
• Structured exercises
• Pretests
• Homework

14. FORMAL FORMATIVE ASSESSMENT
• 6Types of formal formative assessment
• In class assignments
• Quizzes and Unit tests
• Classroom Response Systems

15. FORMATIVE ASSESSMENT
• InterimAssessments (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
• InstructionalAdjustments
• Questioning
• Work sheets
• Peer tutoring
• Clarifying criteria

23. FORMATIVE ASSESSMENT –
MASTERY LEARNING
• InstructionalAdjustments
• Modeling
• Changing sequence
• Online exploration
• Concept mapping

24. FORMATIVE ASSESSMENT
• Differentiated Instruction
• Response to Intervention
• Learning progressions

25. SUMMATIVE ASSESSMENT
• Planning SummativeAssessment
• 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 – AssessmentTaking 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
Category Formative Interim Summative
Timeline and
frequency
Often and during
the course of
instruction
Pre-determine
points of time
End of unit
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 andValidity

32. DELIVERY TYPES
• Paper and pencil
• Online
• Computer adaptive testing

33. SCORING TYPES
• Human scoring
• Distributed scoring
• Automated scoring
• Rubric
• Checklists