Kevin S. Carter Teach - Now Module 6; Unit 1; Activity 1 Student Assessments

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Kevin S. Carter Teach - Now Module 6; Unit 1; Activity 1 Student Assessments by Mind Map: Kevin S. Carter Teach - Now Module 6; Unit 1; Activity 1 Student Assessments

1. Diagnostic

1.1. What came first, the chicken, or the test?

1.2. Definition

1.2.1. Best defined as assesment that comes before instruction.

1.3. Purpose

1.3.1. To provide educators with info about each student's prior knowledge before beginning instruction.

1.4. Pros & Cons

1.4.1. Pro - provide teachers with useful information in order to pinpoint student needs Con - are primarily in the form of a test and focuses on only one domain or area of knowledge.

1.5. Design

1.5.1. Because such assessment is used to assist in developing lesson and unit plans, it would be a FOR learning assessment.

1.6. Example

1.6.1. Tamagawa Academy's 7th and 8th Grade students undertake diagnostic assessment in English at the beginning of each year in the form of an assessment test. The results of the test determine which of three tracks (Basic, Advanced, or Special Advanced) the student will best learn

2. Performance - Based

2.1. Time to take off the training wheels!

2.2. Definition

2.2.1. An assessment designed as a way for students to demonstrate knowledge, skills, and material they have learned.

2.3. Purpose

2.3.1. To measure how well students can apply or use what they know, often in a real-world situation.

2.4. Pros & Cons

2.4.1. Pro - Is a method of summative assessment that is NOT in the form of a traditional test. Pro - measures not only knowledge and understanding of instruction; but application and practice of it in a real situation or completion of a task. Con - Is a more advanced assessment that may require a high degree of planning and may be confusing to students if not planned in instructed clearly. Con - Students may not be comfortable with or used to such an assessment. It may be seen as a stressful situation for the student.

2.5. Design

2.5.1. Performance-Based Assessments, like summative assessments, measure how well students understand the previous instruction and measures their ability to apply it in practice. It does not affect prior instruction and therefore can be classified as an assessment OF learning.

2.6. Example

2.6.1. In Tamagawa Academy's English department, students are given a presentation-based assignment in each term. The presentation parameters is usually determined by the EFL teacher and can encompass the use of all previously learned material in order to complete a basic oral communicative task.

3. Portfolio

3.1. Diversify your portfolio!

3.2. Definition

3.2.1. A physical collection of student work including written assignments, journal entries, completed tests, artwork, lab reports, physical projects, and other material providing evidence of student learning and achievement.

3.3. Purpose

3.3.1. To evaluate coursework quality and academic achievement, to create a lasting archive of academic work products, and to determine whether students have met learning standards.

3.4. Pros & Cons

3.4.1. Pro - provides multiple projects, assignments, and tasks for a more holistic form of assessment, allowing the teacher to pinpoint more specific gaps or problems in learning. Con - Because of the ongoing nature of the portfolio, the whole portfolio cannot be fully assessed until all assignments are completed, making it more summative than formative.

3.5. Design

3.5.1. Portfolios can be used to combine the two types of learning. The contents of the portfolio can be assessed at any time to aid in the completion of the whole project; however, since it is likely that the COMPLETED portfolio is what will be assessed, that would make it an assessment OF learning.

3.6. Example

3.6.1. Music Portfolio - An IB MYP student may keep a portfolio of music they have created over the course of the 5-year program. The portfolio would include various songs created over the course of the program and could be used by high school students who may wish to study music composition in college.

4. Summative

4.1. Now, what's for dessert?

4.2. Definition

4.2.1. An assessment given to a student after a particular point of instruction to measure understanding of a subject.

4.3. Purpose

4.3.1. To check for satisfactory understanding or mastery of a subject.

4.4. Pros & Cons

4.4.1. Pro - Can be made in the form of a complete and comprehensive way to assess all areas of student knowledge and comprehension in a short time. Con - Almost always done in the form of a test.

4.5. Design

4.5.1. Because such assessments are conduced typically at the END of instruction and do not influence or change the method of instruction for the tested students, it could be classified as an assessment OF learning.

4.6. Example

4.6.1. Tamagawa Academy conducts 4 term tests per year, assessing all content instructed within the year. Students also undertake in 'Lesson Tests' which generally cover the unit(s) instructed within each term, and are given about two weeks before each term test. This makes a total of 8 main tests per year.

5. Formative

5.1. So, what did you learn today?

5.2. Definition

5.2.1. An assessment of student knowledge typically embedded within and done during the instructional process

5.3. Purpose

5.3.1. To determine what learning gaps, needs, and topics need to be addressed next with students.

5.4. Pros & Cons

5.4.1. Pro - Can be completed utilizing a number of different techniques (testing, homework, interactive processes, and etc.) Pro - Allows for immediate feedback of student learning from the student and positive reinforcement from the teacher. Con - May not always convey understanding of the big picture. Focuses on small bits of understanding more than the holistic summation of the instruction.

5.5. Design

5.5.1. Because such assessment is used to determine whether lessons and instruction needs to be modified or changed to better meet student needs, this could be classified as a FOR learning assessment.

5.6. Example

5.6.1. Journals - Students may keep a journal, allowing students to practice and demonstrate knowledge learned in class. the teacher may check the journal on a regular basis, identifying problem areas in understanding.

6. Authentic

6.1. On-The-Job Training...

6.2. Definition

6.2.1. An assessment where the tasks and conditions are more closely aligned to what you would experience in a real working environment.

6.3. Purpose

6.3.1. To develop students skills and competencies alongside academic development.

6.4. Pros & Cons

6.4.1. Pro - combines the use of formative and summative assessments alongside the application skills in performance-based assessments.

6.5. Design

6.5.1. This assessment involves a series of tasks combined together for a key goal or purpose. Students and teachers must assess and monitor each task toward the completion of the goal. That would make this an assessment FOR learning.

6.6. Example

6.6.1. Composing music for a purpose - Music is used mostly in the world today as a tool in various things such as movies, television shows, and video games. A teacher could design a project where students must compose a theme song for a TV show or game. The music must follow specific parameters that align with the content taught in lessons.

7. Self - Assessment

7.1. You must know thy self...

7.2. Definition

7.2.1. An assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly

7.3. Purpose

7.3.1. To involve students in making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to said standards.

7.4. Pros & Cons

7.4.1. Pro - students become stewards of their own learning and so it creates more student interest in subject material and learning in general. Con - Students may not always understand what is satisfactory performance and unsatisfactory, and so the validity of the assessment may come into question.

7.5. Design

7.5.1. Self-Assessment is defined as a type of formative assessment, allowing students to consistently monitor their performance and knowledge and to adjust for problems are lack in understanding. That makes this an assessment FOR learning.

7.6. Example

7.6.1. Exit Slips - A very useful tool for assessing the content assimilated in each lesson. Students fill out the information on the exit slip.

8. High Stakes

8.1. You only get ONE shot!

8.2. Definition

8.2.1. An assessment used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability

8.3. Purpose

8.3.1. Scores are used to determine punishments (such as sanctions, penalties, funding reductions, negative publicity), accolades (awards, public celebration, positive publicity), advancement (grade promotion or graduation for students), or compensation (salary increases or bonuses for administrators and teachers).

8.4. Pros & Cons

8.4.1. Pro - A high stakes assessment provides a very high incentive to do well on the test in order to achieve an award or recognition. Con - the high stakes may create a large amount of nervousness and pressure for students. Con - student achievement and comprehension of knowledge can and should be measured through many factors. Having such a test may not truly measure the overall comprehension of the student; but rather their ability to work under pressure.

8.5. Design

8.5.1. High-Stakes Assessments may be almost identical to summative assessments. The only perceivable difference may be that the outcome of the High Stakes assessment may bring about a significant reward or consequence. This would be an assessment OF learning.

8.6. Example

8.6.1. Students at Tamagawa Academy take a number of standardized tests in English alone. The Eiken, designed for students in Japan, is a test where the level of achievement can determine eligibility for private high schools and even colleges. Furthermore, the 4 term tests will affect the track students are placed in. For example, if a student in the SA course gets a lower grade, they are dropped to the A course.

9. Peer - Assessment

9.1. "Deliver and receive feedback like a gift." - A.M. Houghtailing

9.2. Definition

9.2.1. An assessment involving students providing feedback to other students on the quality of their work.

9.3. Purpose

9.3.1. To allow students the chance to provide either feedback or grades (or both) to their peers on a product or a performance, based on a criteria of excellence .

9.4. Pros & Cons

9.4.1. Pro - Encourages collaborative learning and collaboration and can attribute to a more engaged classroom environment. Con - Feedback from peers may not be based on unbiased information and therefore may easily become invalid.

9.5. Design

9.5.1. Because this assessment appears to be based on giving feedback in a summative way, this could lean toward being an assessment OF learning; but, if peers are instructed to give feedback toward better development in the future, such assessments can become more formative and therefore be FOR learning.

9.6. Example

9.6.1. Note Exchange - Students may exchange lecture notes in order to assess any gaps or differences in understanding. This can serve as an introduction into peer assessment as it helps students become more and more used to identifying, giving, and receiving feedback in an effective way, and to build rapport between students.