Assessment in Learning 2 Midterms

• Assessment


  Process of gathering data to better understand the strengths and weaknesses of student learning
• Assessment


  Any processes that appraise an individual's knowledge, understanding, abilities or skills
• Assessment


  The act of making a judgment, evaluating about something
• Assessment as an Integral Part of Teaching

  • Determines whether or not the goals of education are being met
  • Helps the students to demonstrate their learning, provide feedback on the errors they've been making, and help provide opportunities to better their performance with each assessment
• Types of Assessment


  • Diagnostic Assessment
  • Formative Assessment
  • Summative Assessment
  • Traditional Assessment
  • Authentic Assessment
  • Criterion-referenced assessment
  • Norm-referenced assessment
  • Contextualized assessment
  • Decontextualized assessment
• Diagnostic Assessment


  A form of pre-assessment that allows a teacher to determine individual student's prior knowledge
• Formative Assessment


  An assessment during instruction / during the formative process to provide the teacher with information regarding how well the learning objectives of a given learning activity are being met
• Summative Assessment


  Takes place at the end of a learning sequence to find out if students have mastered the learning outcomes
• Traditional Assessment


  The conventional methods of testing which usually produce a written document, such as quiz, exam, or paper
• Types of Traditional Assessment


  • Selected-response type
  • Constructed-response type
• Authentic Assessment


  Focuses on students using and applying knowledge and skills in real-life settings
• Criterion-referenced assessment


  Teacher judgements about how a student does in an assessment task are based on standards and criteria that are pre-determined and made available to students at the time the assignment is set
• Norm-referenced assessment


  Compares students' performances to one another
• Contextualized assessment


  The focus is on the students' construction of functioning knowledge. It is the students' performance in their application of knowledge and skills in the real work context of the discipline area
• Decontextualized assessment


  Includes written exams which are suitable for assessing declarative knowledge, and do not have a direct connection to a real life context
• Approaches to Assessment


  • Assessment for learning (formative assessment)
  • Assessment as learning (self-assessment)
  • Assessment of learning (summative assessment, recorded scores)
• Importance of Assessment


  • Provides diagnostic feedback
  • Helps educators set standards
  • Evaluate progress
  • Relate to a student's progress
  • Motivates performance
• Establishing High Quality Assessments

  • Quality assessments are in accordance with contemporary view of active learning and motivation
  • Assessment of high quality is valid
  • Assessment of high quality is reliable
  • Assessment of high quality is fair
• Current Trends in Assessment

  • Using at least some performance-based assessment
  • Examining higher-level cognitive skills and emphasizing integrated rather than isolated skills
  • Using multiple assessment methods
  • Having high performance standards including world-class standards for interpreting assessment results
  • Involving students in all aspects of assessment
  • Making standards and criteria public rather than private and secretive
  • Using computer as part of assessment