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Types of Assessment

The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning evaluates student learning at the end of a unit or course. Assessment for learning is ongoing and helps teachers adjust their lessons based on student understanding. Assessment as learning actively involves students in assessing their own progress. The document provides examples of different assessment tools and strategies that teachers can use for each type of assessment.

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San G. Abirin
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34 views34 pages

Types of Assessment

The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning evaluates student learning at the end of a unit or course. Assessment for learning is ongoing and helps teachers adjust their lessons based on student understanding. Assessment as learning actively involves students in assessing their own progress. The document provides examples of different assessment tools and strategies that teachers can use for each type of assessment.

Uploaded by

San G. Abirin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TYPES OF

ASSESSMENT
In your classroom, assessments generally
have one of three purposes:
1.Assessment of learning
2.Assessment for learning
3.Assessment as learning
Assessment of learning
Assessments of learning are usually grade-based, and
can include:
• Exams
• Portfolios
• Final projects
• Standardized tests
Common types of assessment of learning include:
•Summative assessments
•Norm-referenced assessments
•Criterion-referenced assessments
Assessment for learning
Assessments for learning provide you with a
clear snapshot of student learning and
understanding as you teach -- allowing you
to adjust everything from your classroom
management strategies to your lesson plans
as you go.
Assessments for learning should always be ongoing and
actionable.

When you’re creating assessments, keep these key questions in mind:

•What do students still need to know?


•What did students take away from the lesson?
•Did students find this lesson too easy? Too difficult?
•Did my teaching strategies reach students effectively?
•What are students most commonly misunderstanding?
•What did I most want students to learn from this lesson? Did I succeed?
Common types of assessment
for learning include: formative
assessments and diagnostic
assessments.
Assessment as learning
Assessment as learning actively involves students in the
learning process. It teaches critical thinking skills, problem-
solving and encourages students to set achievable goals for
themselves and objectively measure their progress.
They can help engage students in the learning process, too!
One study "showed that in most cases the students pointed out
the target knowledge as the reason for a task to be interesting
and engaging, followed by the way the content was dealt with
in the classroom."
“Students develop an interest in mathematical
tasks that they understand, see as relevant to
their own concerns, and can manage. Recent
studies of students’ emotional responses to
mathematics suggest that both their positive and
their negative responses diminish as tasks become
familiar and increase when tasks are novel”
Douglas B. McLeod
Some examples of assessment as
learning include ipsative
assessments, self-assessments
and peer assessments.
6 Types of assessment to use in your
classroom
Some examples of diagnostic assessments include:
•Short quizzes
•Journal entries
•Student interviews
•Student reflections
•Classroom discussions
•Graphic organizers (e.g., mind maps, flow charts, KWL charts)

Diagnostic assessments can also help benchmark student progress.


Consider giving the same assessment at the end of the unit so
students can see how far they’ve come!
2. Formative assessment
Just because students made it to the end-of-
unit test, doesn’t mean they’ve mastered the
topics in the unit. Formative
assessments help teachers understand student
learning while they teach, and provide them
with information to adjust their teaching
strategies accordingly.
Meaningful learning involves processing new facts,
adjusting assumptions and drawing nuanced conclusions.

As researchers Thomas Romberg and Thomas


Carpenter describe it:

“Current research indicates that acquired knowledge is not


simply a collection of concepts and procedural skills filed
in long-term memory. Rather, the knowledge is structured
by individuals in meaningful ways, which grow and change
over time.”
Formative assessments help you track how student
knowledge is growing and changing in your
classroom in real-time. While it requires a bit of a time
investment — especially at first — the gains are more
than worth it.
A March 2020 study found that providing formal
formative assessment evidence such as written feedback
and quizzes within or between instructional units helped
enhance the effectiveness of formative assessments.
Some examples of formative
assessments include:
•Portfolios
•Group projects
•Progress reports
•Class discussions
•Entry and exit tickets
•Short, regular quizzes
•Virtual classroom tools like Socrative or Kahoot!
NOTE!
When running formative assessments in
your classroom, it’s best to keep them short,
easy to grade and consistent. Introducing
students to formative assessments in a low-
stakes way can help you benchmark their
progress and reduce math anxiety.
No matter what type of summative assessment you give your
students, keep some best practices in mind:

•Keep it real-world relevant where you can


•Make questions clear and instructions easy to follow
•Give a rubric so students know what’s expected of them
•Create your final test after, not before, teaching the lesson
•Try blind grading: don’t look at the name on the assignment
before you mark it
You can incorporate ipsative
assessments into your classroom with:
•Portfolios
•A two-stage testing process
•Project-based learning activities

One study on ipsative learning techniques found that when it


was used with higher education distance learners, it helped
motivate students and encouraged them to act on feedback to
improve their grades.
In Gwyneth Hughes' book, Ipsative Assessment:
Motivation Through Marking Progress, she writes: "Not
all learners can be top performers, but all learners can
potentially make progress and achieve a personal best.
Putting the focus onto learning rather than meeting
standards and criteria can also be resource efficient."
Types of norm-referenced assessments
include:
•IQ tests
•Physical assessments
•Standardized college admissions tests like the SAT and GRE

Proponents of norm-referenced assessments point out that they


accentuate differences among test-takers and make it easy to
analyze large-scale trends. Critics argue they don’t encourage
complex thinking and can inadvertently discriminate against low-
income students and minorities.
Norm-referenced assessments are most useful when measuring
student achievement to determine:

•Language ability
•Grade readiness
•Physical development
•College admission decisions
•Need for additional learning support
Criterion-referenced assessments compare the score of
an individual student to a learning standard and
performance level, independent of other students around
them.
In the classroom, this means measuring student
performance against grade-level standards and can include
end-of-unit or final tests to assess student understanding.
Outside of the classroom, criterion-referenced assessments
appear in professional licensing exams, high school exit
exams and citizenship tests, where the student must answer
a certain percentage of questions correctly to pass.
Criterion-referenced assessments are most
often compared with norm-referenced
assessments. While they’re both considered
types of assessments of learning, criterion-
referenced assessments don’t measure
students against their peers. Instead, each
student is graded to provide insight into their
strengths and areas for improvement.
How to create effective assessments

When it comes to your teaching, here are


some best practices to help you identify
which type of assessment will work and
how to structure it, so you and your students
get the information you need.
Rubric
a rubric communicates clear success criteria to students and
helps teachers maintain consistent grading.
Ideally, your rubric should have a detailed breakdown of all the
project’s individual parts, what’s required of each group member
and an explanation of what different levels of achievement look like.
A well-crafted rubric lets multiple teachers grade the same
assignment and arrive at the same score. It’s an important part of
assessments for learning and assessments of learning, and teaches
students to take responsibility for the quality of their work.
Remember: learning extends well beyond a
single score or assessment!

It’s an ongoing process, with plenty of


opportunities for students to build a
growth mindset and develop new skills.

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