A Look At Assessments

Assessment is an on-going process aimed at providing insight and improving student learning. It involves making expectations clear to students and setting outcomes for learning. It used as an indicator on how well student performance matches those outcomes. It uses the resulting information to improve student learning. The assessment process helps to support academic culture dedicated to assuring and improving student learning. Assessment of student learning occurs at various academic levels.

In the educational world data drives instruction, educators are constantly collecting data about their students in the form of assessments. Assessments provide educators with vital information that determine instructional strategies, interventions, student placements, IEP goal, and school wide plan.

It’s important that assessment occurs in order students to be provided with the instructional supports necessary for them to be successful. Through this assignment I realized that assessment examples overlap assessment categories. Educational Leadership indicates that formative and summative assessments are sometimes because of the intended purpose of the assessment. To learn more about the assessment see the chart below.

As a teacher who likes to use creative ways to assess students I find it difficult to say I like an assessment over another because I assess based on student’s abilities, needs, and IEP goals. Like most educators, my concern, I have to be very careful not to run into the trap of teaching to a test. No Child Left Behind and the push to make AYP sometimes limit the assessments used in schools. As a teacher in a district with a scripted curriculum and the types of assessments dictated it’s sometimes difficult to use meaningful assessments.

Type of Assessment Examples
Formative Assessment-

  • Occurs during the instructional process and provides information that teachers use to adjust learning and teaching in order too ensure students are making strides toward achievement for the targeted standard based learning goals.
  • Helps teachers determine the next steps during the next steps during the learning process
  • Students should be active participants as a means of promoting student involvement and student achievement.
  • Criteria and goal setting
  • Observations
  • Questioning Strategies
  • Self Assessments and Peer Assessments
  • Student Record Keeping
Summative Assessment–

  • Given periodically to determine what students know.
  • Serves as a tool to help evaluate the effectiveness of programs, school improvement goals in alignment to school curriculum or student placement in specific programs.
  • Cannot be used at a classroom level to make immediate instructional adjustments or provide intervention because they occur well after instruction has been given.
  • Data from summative assessments are also for school accountability AYP.
  • State assessments
  • District Benchmarks or Interim Assessments
  • End-of-Unit or Chapter Test
  • End of Term or Semester Exams
Objective Assessment –

  • Based on all the students learning the same things
  • Have a true answer
  • Multiple Choice
  • True False
  • Short Answers
Subjective Assessment –

  • Based on teacher’s judgment to determine the grade
  • Takes longer to grade
  • Consist of complexed questions
  • Essay type questions
Self-Assessment –

  • Informs the learner
  • Encourages independent learners
  • Can increase student motivation
  • Help students check if they mastered a topic, skill or concept
  • Peer Review
  • Practice Quiz
  • Games
  • Interactive Activities
Peer Assessment –

  • Students evaluate each other
  • Critique each others work
  • Rubrics
  • Checklists
  • Feedback Diagrams
Authentic Assessment –

  • Reflect real-world situations
  • Consist of topics and issues that interest students
  • Students produce a quality product or performance
  • Students are aware of the evaluation criteria and standards
  • Allows for self-evaluation and self-correction
  • Portfolios
  • Constructed Responses
  • Self Assessments
  • Observations
  • Projects
  • Exhibitions
  • Rubrics
Constructed Responses –

  • Students apply knowledge, skills, and critical-thinking abilities to real-world, standards-driven performance task
  • Students construct their own answers
  • Teachers use the information to gauge students’ understanding of skills such as graphing, measuring, sorting etc..
  • Prompts
  • Short Answers
  • Showing Work
  • Visual Depiction Activities
Selected Responses –

  • Students are provided with response to choose from
  • Multiple Choice
  • True/False
  • Matching
  • Fill in the Blanks
Standardized Assessments –

  • Predetermined criteria
  • Administration and scoring are in consistent manner
  • PSSA Assessment
  • SAT’s
Performance Assessment –

  • Students demonstrate something that meets a specific criteria
  • Research Papers
  • Create Math Models
  • Producing a Book
  • Exhibits
  • Culminating Activities
Ability Assessments –

  • Designed to assess a student’s ability to complete certain task
  • Results from the assessment determines placement into programs
  • Provides teachers with information about deficits with skills to be addressed through intervention
  • Assess student’s readiness
  • Woodcook-Johnson III
  • Iowa Algebra Aptitude Test
  • Cognitive Abilities Test



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