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Lecture 2

The document discusses different types of assessments including diagnostic, formative, summative, confirmative, norm-referenced, criterion-referenced, and ipsative assessments. It also discusses the purposes of assessment, distinguishing between assessments of learning which evaluate student understanding at the end of a period, and assessments for learning which provide ongoing feedback to teachers and identify at-risk students.

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9 views

Lecture 2

The document discusses different types of assessments including diagnostic, formative, summative, confirmative, norm-referenced, criterion-referenced, and ipsative assessments. It also discusses the purposes of assessment, distinguishing between assessments of learning which evaluate student understanding at the end of a period, and assessments for learning which provide ongoing feedback to teachers and identify at-risk students.

Uploaded by

godwincoc1702
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lecture 2 Assessment and Learning

Content:
1. Types of Assessment
2. Purpose of Assessment
Goals: to reveal and know types and purpose of assessment

Types of assessment
1. Diagnostic Assessment or Pre-Assessment
Diagnostic or pre-assessments happen before the beginning of a lesson, unit, course,
or any academic program. They are useful for collecting information about the
strengths, weaknesses, skills, and knowledge the learners possess. Instructions are
designed thereafter as per the learners’ requirements.
2. Formative Assessment
These are the in-process assessments that support learning. A teacher
administers formative assessment multiple times during a unit, lesson, or course.
They are particularly designed for practice. Additionally, the most important
function of formative assessment is to monitor learning and provide feedback to
modify instructions.
It acts as a form of continuous learning, covering small content areas while also
monitoring the learning process. However, such types of evaluations do not assign
ranks and grades.
3. Summative Assessment
This type of assessment aims to assess the learning levels at the end of an
instructional period. It attempts to measure the effectiveness of learning, the
student’s proficiency, and their success. For this, this method uses tests,
assignments, and projects for specific grading and ranking of students.
Moreover, it measures the knowledge, skills, and attitude of the learners in the long
run. Hence, it gives an insight into the students’ performance as well as the
effectiveness of a teacher’s instructions.

4. Confirmative Assessment
As the name suggests, confirmative assessment is a way to confirm the effectiveness
of instructions a year after the end of an instructional period. The ultimate goal here
is to check whether the employed instructional strategies are still successful and that
the teaching is accurate. Therefore, they are, most importantly, an extensive form of
summative assessment.
5. Norm-Referenced Assessment
In this assessment, teachers compare a student’s performance against certain fixed
average national norms. For instance, the average grade in English state-wise.
Moreover, it compares the students’ performance with their peers in a competitive
environment. Here, the average grade comparison is with the entire school. Hence,
this assessment is also referred to as Group/Demographic Assessment.
6. Criterion-Referenced Assessment
Criterion-referenced tests evaluate specific skill-set or knowledge against pre-
determined criteria of learning. It checks the learning requirements and abilities of
the students at a particular learning stage. These tests evaluate the students on
specific goals, objectives, or standards. In other words, it evaluates the entire course
curriculum.
7. Ipsative Assessment
Ipsative assessment tests track the learners’ progress against their previous
performance. The learners attempt to improve through comparison with previous
results.
This type of assessment considers the fact that comparison with peers is not always
a good idea as it might affect their self-confidence. However, comparing with
personal previous results helps improve the overall knowledge and personality of
the learners.

Purpose of Assessment
Assessments of Learning
Assessments of learning are typically administered at the end of a unit or grading
period and evaluate a student’s understanding by comparing his or her
achievement against a class-, district-, or nationwide benchmark or
standard,1 as noted by the Eberly Center for Teaching Excellence &
Educational Innovation at Carnegie Mellon University.

Assessments of learning are usually grade-based, and can include:

 Exams
 Portfolios
 Final projects
 Standardized tests

Assessments for Learning


Assessments for learning – also described as assessments as learning – assess a
student’s comprehension and understanding of a skill or lesson during the learning
and teaching process.

According to the Eberly Center at Carnegie Mellon, this provides educators with
ongoing feedback and allows them to:
 Identify at-risk students early

 Adjust instruction accordingly and immediately


 Monitor student progress1

Assessments for learning should always be ongoing and actionable. When you’re
creating assessments, keep these key questions in mind:

 What do students still need to know?


 What did students take away from the lesson?
 Did students find this lesson too easy? Too difficult?
 Did my teaching strategies reach students effectively?
 What are students most commonly misunderstanding?
 What did I most want students to learn from this lesson? Did I succeed?

Control questions:
1. Describe the types of assessment
2. Analyze purpose of assessment

Further Reading:
1. Wiliam, D. (2011). What is assessment for learning?. Studies in educational
evaluation, 37(1), 3-14.
2. Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment
in the classroom. Theory into practice, 55(2), 153-159.

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