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By claudia tovar
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Assessment & Evaluation
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Characteristics of Types of assessment
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Types of assessment
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Types of  Assessment
What is Learning Assessment?
Assessment  purposes
Formative assessment 
Differences between assessment 
and evaluation.
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Summative assessment
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Evaluation purposes
learning assessment
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Transcript

learning assessment

Types of assessment

Evaluation purposes

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Differences between assessment and evaluation.

Formative assessment

Assessment purposes

What is Learning Assessment?

Types of Assessment

Press all the interactive buttons

Characteristics of Types of assessment

Chract

Assessment & Evaluation

Summative assessment

By claudia tovar

Assessment of Learning, occurs when teachers use evidence of student learning to make judgments about student achievement in comparison to goals and standards. Assessment for learning involves teachers using evidence about students' knowledge, understanding, and skills to inform their teaching. Sometimes referred to as 'formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Evaluation provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals. Evaluations help determine what works well and what could be improved in a program or initiative. Purposes of Evaluations (Plausibility, Probability, Adequacy).

Formative assessment is used in the first attempt to develop instruction. The goal is to monitor student learning to provide feedback. It helps identify early gaps in your instruction. Based on these comments, you will know what to focus on for further expansion of your instruction. Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.

Summative assessment is a type of course evaluation that happens at the end of a training or program. It is the process of assessing the student's knowledge, proficiency, and performance by comparing what they know with what they should have learned. Summative assessment examples:End-of-term or midterm exams. Cumulative work over an extended period such as a final project or creative portfolio. End-of-unit or chapter tests. Standardized tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs, and A-Levels. Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark. They are often high-stakes, meaning they have a high point value.

Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.

There are different types of assessment in education. All assessment methods have different purposes during and after instruction, the main ones being: Diagnostic, Formative and Summative. Some assessments are helpful before the race even begins to help determine what the best running strategy is (diagnostic). Some assessments are beneficial during the race to track progress and see if adjustments to the strategy should be made during the race (formative). Some assessments are given to see if students in entire schools or districts, the entire running team, are moving forward and learning the material (interim). And some assessments are best at the very end of the race, to review performance, see how you did, and see how to improve for the next race (summative).

Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development. Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have.

Assessment is feedback from the student to the instructor about the student's learning. The evaluation uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting.

Assessment for learning is an ongoing process that monitors student learning in order to help teachers improve their teaching and students to improve their learning. It continuously informs instruction and helps students manage their own learning. The assessment information is used to determine the next teaching steps and learning steps to continuously improve the teaching-learning process. Formative assessments serve the purpose of assessment for learning. Examples:

  • concept maps
  • progress/monitoring reports
  • checklists/surveys
  • interviews
  • observations
  • anecdotal records
  • research proposal (for feedback)
  • quizzes
  • home works
  • worksheets
  • performance tasks
  • essays
  • observations
  • questioning strategies
  • projects
  • graphic organizers
  • self-assessments/ peer assessment
  • collaborative activitiesportfolios (collection of student work)

Assessment as learning is also an ongoing process that helps students to self-reflect, monitor their own learning, and adjust their learning strategies in order to achieve their goals and become more self-directed, metacognitive, independent, and successful learners. Formative assessments also serve the purpose of assessing as learning. Examples: journals, self-assessment, peer-assessment, personal learning logs.

Assessment of learning measures what and how well the students have learned at the end of instruction. It certifies learning and measures students’ overall achievement/proficiency. It determines whether learning goals and outcomes have been achieved. Summative assessments serve the purpose of assessing of learning. Examples:

  • final performance tasks
  • final papers/written outputs
  • final oral presentations
  • standardized tests
  • end of unit tests or projects
  • recitals
  • long exams
  • periodical tests
  • final exams

Formative assessment: is used in the first attempt at developing instruction. The goal is to monitor student learning to provide feedback. It helps identify the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion of your instruction.

Diagnostic: Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge possessed before taking the instruction. Based on the data you’ve collected; you can create your instruction.