"Assessment is today's means of understanding how to modify tomorrow's instruction." - Carol Tomlinson
What is Assessment?
Assessment is the process of collecting data on a student's progress. It is the "engine" that drives ongoing improvement across educational processes, meaning assessments should be used to help students grow rather than a way to catalog their mistakes. Typically assessments address three fundamental questions: 1. How are we, as teachers doing? 2. How are our students, as learners, doing? and 3. Did our students learn what we intended to teach?
There are three distinguishing types of assessment: Assessment beFORE Learning, Assessment OF Learning and Assessment FOR Learning.
Assessment beFORE Learning = Pre-Assessment / Diagnostic: A process used to determine a student's current level of readiness or interest in order to plan for appropriate instruction. Mainly used to asses student's prior knowledge.
Assessment FOR Learning = Formative Assessment: An ongoing process of accumulating information about a student's progress to help guide instruction. It addresses how well the teacher and the students are doing.
Assessment OF Learning = Summative Assessment: Usually occurs at the end of a unit or topic; the purpose is to capture and determine what the student has learned and the quality of the learning. It is used to judge performance against standards.
Assessment of Learning vs Assesment For Learning: a matter of function and purpose.
Assessment of learning is a way to see what the students can do.
Assessment for learning is a way to see what the teachers should do in response.
Developing Assessment Strategies: Create a meaningful assessment system that will tell whether your students understand the science practices, disciplinary core ideas, and crosscutting concepts that you aim to teach. Listed below are types of assessments that can be utilized to do just that:
Types of Assessment Strategies:
1. Prompt and Rubric
2. Performance Assessment
3. Portfolios
4. Anecdotal Records
5. Affective Development Checklists
6. Science Conferences
7. Science Notebooks
8. Science Probes
9. Children Self-Assessment
10. Concept Mapping
11. Creative Assessment
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ongoing Assessment: A Diagnostic Continuum
Assessment and Instruction are Interwoven
______________________________________________
Pre-Assessment (Diagnostic)
Assessment BeFORE Learning
Formative Assessment
Assessment FOR Learning
Summative Assessment
Assessment OF Learning
"Assessment is today's means of understanding how to modify tomorrow's instruction." - Carol Tomlinson
What is Assessment? Assessment is the process of collecting data on a student's progress. It is the "engine" that drives ongoing improvement across educational processes, meaning assessments should be used to help students grow rather than a way to catalog their mistakes. Typically assessments address three fundamental questions: 1. How are we, as teachers doing? 2. How are our students, as learners, doing? and 3. Did our students learn what we intended to teach?
There are three distinguishing types of assessment: Assessment beFORE Learning, Assessment OF Learning and Assessment FOR Learning.
Assessment beFORE Learning = Pre-Assessment / Diagnostic: A process used to determine a student's current level of readiness or interest in order to plan for appropriate instruction. Mainly used to asses student's prior knowledge.
Assessment FOR Learning = Formative Assessment: An ongoing process of accumulating information about a student's progress to help guide instruction. It addresses how well the teacher and the students are doing.
Assessment OF Learning = Summative Assessment: Usually occurs at the end of a unit or topic; the purpose is to capture and determine what the student has learned and the quality of the learning. It is used to judge performance against standards.
Assessment of Learning vs Assesment For Learning: a matter of function and purpose.
Assessment of learning is a way to see what the students can do.
Assessment for learning is a way to see what the teachers should do in response.
Developing Assessment Strategies: Create a meaningful assessment system that will tell whether your students understand the science practices, disciplinary core ideas, and crosscutting concepts that you aim to teach. Listed below are types of assessments that can be utilized to do just that:
Types of Assessment Strategies:
1. Prompt and Rubric
2. Performance Assessment
3. Portfolios
4. Anecdotal Records
5. Affective Development Checklists
6. Science Conferences
7. Science Notebooks
8. Science Probes
9. Children Self-Assessment
10. Concept Mapping
11. Creative Assessment
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment for learning is a way to see what the teachers should do in response.
Developing Assessment Strategies: Create a meaningful assessment system that will tell whether your students understand the science practices, disciplinary core ideas, and crosscutting concepts that you aim to teach. Listed below are types of assessments that can be utilized to do just that:
Types of Assessment Strategies:
2. Performance Assessment
3. Portfolios
4. Anecdotal Records
5. Affective Development Checklists
6. Science Conferences
7. Science Notebooks
8. Science Probes
9. Children Self-Assessment
10. Concept Mapping
11. Creative Assessment
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ongoing Assessment: A Diagnostic Continuum
Assessment and Instruction are Interwoven
______________________________________________
Pre-Assessment (Diagnostic)
Assessment BeFORE Learning
Formative Assessment
Assessment FOR Learning
Summative Assessment
Assessment OF Learning
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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The guide described in the figure below can be used to help plan your assessment:
**** Follow this link for an informative presentation created by my professor, which can be used for guidance in creating high-quality test items.
In addition to this, here is an image of a slide I created for class detailing the absence of assessment bias.
The guide described in the figure below can be used to help plan your assessment:
**** Follow this link for an informative presentation created by my professor, which can be used for guidance in creating high-quality test items.
In addition to this, here is an image of a slide I created for class detailing the absence of assessment bias.
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