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A Vision to Share
A Vision to Share
The fundamental principle of assessment for learning is making a strong connection between assessment and learning. In the assessment for learning model ,assessment should be used to promote, induce, and reinforce learning. Within the parameters of assessment for learning, students' involvement in the assessment activities is taken seriously, as they are the main players of learning. Teaching, learning, and assessment have to come together and work together if we are to raise students' standards of achievements.
Formative Assessments: Formative evaluation, feedback, or assessment for learning. Can include formal or informal assessments to help teachers during the learning process to improve or modify activities to improve student's learning.
Some Examples of Formative Assessments Include: In-class activities, pre-test, exit slips, kahoot, Seesaw activities, and Anecdotal Notes
Why Technology Should Be Used During Formative Assessments: Technology-based formative assessments can offer real-time reporting of results, allowing educators to understand students' strengths and weaknesses while guiding instructions.
Three ways educators can include Technology Formative Assessments in the Classroom:
Google Forms: Create forms with hyperlinks, images, and videos. Use them for surveying and quizzes.
Seesaw: Students show their work with photos, videos, drawings. Text, PDF’s, and links. It is a great website that allows educators to know where students are at.
Kahoot: This is a popular class quiz game that lets educators use multiple choice or sequencing questions. You can have your students work together or individually.
Summative Assessment Definition: Evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. (Focuses on the outcome of the program. This is in contrast with formative assessments. )
Some examples of Summative Assessments Include: Written Papers, Midterm exams, Final Exams, Presentations, Portfolios, and State Testing.
Types of Scoring
Types of Scoring
Norm-referenced grading
Norm-reference grading definition: A norm-referenced test is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.
Score based on comparisons to others
Useful for ranking students E.g., top 10% join an honor society
Can be useful for evening out skewed grades (high or low)
Doesn’t tell us much about an individual
The most popular norm-referenced system is "grading on the curve," based on a ranking of students in relation to the average performance level. But not recommended.
Examples of Norm-referenced Grading: SAT, IQ tests, and tests that are graded on a curve. Anytime a test offers a percentile rank, it is a norm-referenced test.
Criterion-referenced grading
Criterion-Referenced Grading Definition: This is based on measuring a student against a level of performance, not measuring one student against another student. This means looking at how a student is performing today compared to how the student performed the day before that.
Score based on performance against criteria/learning objectives
Gives a good picture of the individual’s skill
Doesn’t “require” a certain number of low grades
More difficult to make comparisons E.g., How does this class compare to others on exam scores
Criterion-referenced report cards usually indicate how well the individual student has met each of several learning goals.
Examples of Criterion-Referenced Grading: Advanced Placement exams and the National Assessment of Educational Progress, which are both standardized tests administered to students throughout the United States.
Are Standardized Tests Helpful or Hurtful?
Are Standardized Tests Helpful or Hurtful?
Standardized Testing Definition: Standardized tests attempt to take an “across the board” measurement of a student’s educational ability. It is used to determine current averages and identify high and low performers so that each student can be treated accordingly.
The Good:
Can keep students and teachers accountable
Useful when comparing every school years testing scores
It provides guidelines for the curriculum. Standardized tests give teachers a structure of what needs to be taught. This helps keep classroom material consistent across the country
It prevents subjective grading. This helps to eliminate marking bias and ensures the rationale behind each test question
It is a practical and accurate way of evaluating what a student does or does not know across areas like math, reading, and writing.
The Bad:
Poor results may turn into high anxiety
Teachers can’t adjust to meet needs afterwards
Teachers may end up “teaching to the test” rather than giving students a deeper understanding of a subject. This also creates a classroom atmosphere that lacks creativity and can limit a student’s learning potential due to boredom.
It only considers a single test performance upon evaluation. It does not consider how much a student has grown over the course of the year. This can be a disservice to teachers who worked to help their students grow, and students who put in their best effort to improve but performed poorly on one test.
It creates a limited scope of learning and success. Standardized tests only measure specific areas like reading, writing, and math. They don’t provide a full picture of soft skills needed to learn, such as creativity, motivation, and cooperation.
Traditional Assessments:
Is good for promoting retention of information and highlights learning needs. Some problems you may face with traditional styled learning can consist of not transferring information to other contexts. Ex: 50 definition formed multiple choice questions
Authentic Assessments - ask student to apply skills and abilities as they would in real life.
For example: if you want to buy something with cash you will need to know math and how to count money so you know if you are getting the correct change back.
Assessment is a natural part of the teaching and learning process. Both teachers and learners should be involved in the assessment, teaching, and teaching processes
Planning good assessments with clear learning intentions will help the performance for students learning through given feedback.
How can failure support learning?
How can failure support learning?
Students need experience in coping with failure, so standards must be high enough to encourage effort. Occasional failure can be positive if appropriate feedback is provided. Students who never learn how to cope with failure may give up quickly when their first efforts are unsuccessful.
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