Student Assessments

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Student Assessments by Mind Map: Student Assessments

1. Authentic

1.1. Definition: A task that students must perform and a rubric they will be graded by.

1.2. Purpose: To develop productive citizens that are capable of performing tasks in the real world.

1.3. Advantage/Disadvantage: Has students focus on demonstrating problem solving. This assessment can be time consuming.

1.4. This is assessment is for learning because students must perform tasks using skills and knowledge that they already learned.

1.5. Example: Students can come to the board and show how to solve a volume problem based in the real world.

2. Self-Assessment

2.1. Definition: Students evaluate and reflect on their own work.

2.2. Purpose: Students can become better learners when they engage in deliberate thought about what they are learning and how they are learning it

2.3. Advantage/Disadvantage: Allows students to reflect on their work and become independent learners. Students may become discouraged and not do their own evaluations.

2.4. This is of learning because the student is having to evaluate themselves as they are learning the material.

2.5. Example: Students will use goal setting, guided practice with assessment tools and create portfolios.

3. Performance Based

3.1. Definition: students demonstrate knowledge and skills

3.2. Purpose: To determine if students can show how to solve real world problems.

3.3. Advantage/Disadvantage: Provides educators with information about what students have learned, not just how well they can learn. This type of assessment is open to more subjective judgement.

3.4. This assessment is for learning as students must demonstrate what they have learned.

3.5. Example: Students can work in small groups on real world problems and present their findings in front of the class.

4. Formative

4.1. Definition: Quick assessments given throughout the learning process.

4.2. Purpose: Determine how students are progressing through a certain learning goal.

4.3. Advantage: Helps teachers to check for students understanding throughout each lesson.

4.4. This assessment is for learning because it is checking the level of understanding as it is being taught.

4.5. Example: Teachers can ask students to give a thumbs up or down if they grasp the new concept.

5. Summative

5.1. Definition: Given at the end of the unit or year.

5.2. Purpose: Assess a students mastery of a topic after instruction is given.

5.3. Advantage/Disadvantage: This helps teachers to determine if a student learned the topic. This is not good if students don't know the topic after instruction is over. (It will show up on the test.)

5.4. This assessment is of learning because it is evaluating the students at the end of instruction.

5.5. Example: An test can be given at the end of the unit to see how well students learned and retained the information.

6. Peer Assessment

6.1. Definition: Students evaluate the work of their peers.

6.2. Purpose: Students can learn how to evaluate the work of their peers and then reflect on their own works and how to improve.

6.3. Advantage/Disadvantage: Student can give and receive feedback from each other to help one another improve their skills. Student may be too lenient when evaluating and may not offer constructive feedback.

6.4. This is of learning as it is helping students to improve in their areas of weaknesses before moving onto the next unit.

6.5. Example: Students can follow a rubric or checklist provided by the teacher to assess their peer's work.

7. Diagnostic

7.1. Definition: A "pre-assessment-typically given at the beginning of the year

7.2. Purpose: Used to determine students prior knowledge, strengths, weaknesses and skill level

7.3. Advantage: Helps teachers know what students know and don't know before teaching the content

7.4. This is for learning. It helps teachers to know what a student already knows about a subject.

7.5. Example: A quick quiz about the new math unit: finding volume for spheres, cones, cylinders, and pyramids.

8. Portfolio

8.1. Definition: a systematic collection of student work

8.2. Purpose: To showcase student's activities, accomplishments, and achievements in one or more school subjects.

8.3. Advantage/Disadvantage: Measuring performance based on genuine samples of student work. Requires extra time to plan an assessment system and conduct the assessment.

8.4. This is of learning and for learning. Students are building their portfolios throughout the year. Teachers will evaluate the portfolios at the end of the semester or year.

8.5. Example: A math portfolio can be created throughout the year with given formulas and examples of real world problems and how to solve them.

9. High-Stakes

9.1. Definition: A high-stakes test is any test used to make important decisions

9.2. Purpose: The tests are used for important decisions about students, educators, schools, or districts; most commonly for the purpose of accountability.

9.3. Advantage/Disadvantage: Test scores can be used to determine accolades, advancement or compensation-increased funding, grade advancement, teacher bonuses. Low test scores can be used to administer punishment-sanctions, penalties, funding reductions.

9.4. This is of learning as students must demonstrate what they already know.

9.5. Examples: ACT, SAT, SBAC, TOEFL

10. References

10.1. Ronan, A. (2015, April 29). Every Teacher's Guide to Assessment. Retrieved August 21, 2015, from

10.2. Project Appleseed Parental Involvement in Public Schools. (2014). Retrieved August 21, 2015, from!assessment/cwvf

10.3. Scherba de Valenzuela, Ph.D., J. (2002, July 30). Defining Portfolio Assessment. Retrieved August 21, 2015, from

10.4. Mueller, J. (2014). What is Authentic Assessment? (Authentic Assessment Toolbox). Retrieved August 21, 2015, from

10.5. Assessing Learning Peer and Self Assessment. (2004). Retrieved August 21, 2015, from

10.6. High-Stakes Test Definition. (2014, August 26). Retrieved August 21, 2015, from