1. performance-based
1.1. definition
1.1.1. In the performing arts, in particular, the performance project is practical project which involve planning, implemenitation and evaluation s a well-established form covering practical project
1.2. examples
1.2.1. staging a play
1.2.2. a concert
1.2.3. dance performance
1.3. assessment for learning
1.3.1. you are learning and self correcting the wrong behavior while learning to complete the project
1.4. purpose
1.4.1. well-established form not only of summative assessment, but of structuring an entire sequence of teaching.
1.5. disadvantages
1.5.1. Performance projects are big events, and can easily absorb much more time than expected on the part of students and staff. They may jeopardise other concurrent work.
1.6. advantages
1.6.1. there are multiple times trhoughout these long term projects to do evaluations of the people involved
2. high-stakes
2.1. definition
2.1.1. if test results are used to determine an important outcome, such as whether a student receives a high school diploma, the test would be considered a high-stakes
2.2. purpose
2.2.1. is any test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability
2.3. examples
2.3.1. multiple-choice exam
2.3.2. an oral exam
2.3.3. essay exam
2.4. assessment of learning
2.4.1. used my others outside the teacher to determine the next steps of the student's learning
3. portfolio
3.1. purpose
3.1.1. What they have in common is being a collection, usually of items which were prepared for a purpose other than that of assessment
3.2. definition
3.2.1. They are assembled notes and reports of a manager.
3.3. assessment of learning
3.4. examples
3.4.1. photographes
3.4.2. sketches
3.4.3. paintings
3.4.4. reports/notes
3.5. advantages
3.5.1. shows visible evidence that the student has shown growth throughout the year
4. authentic
4.1. definition
4.1.1. A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
4.2. examples
4.2.1. do science experiments
4.2.2. conduct social-science research
4.2.3. write stories and reports
4.2.4. read and interpret literature
4.3. purpose
4.3.1. teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills.
4.4. assessment for learning
4.4.1. projects that allow the students to self correct the things they are doing wrong during the assignment
4.5. advantages
4.5.1. students are not only learning content of a certain subject, but learning it in a way that the skills can be applied to other things
5. References
5.1. http://facultyinnovate.utexas.edu/teaching/assess-learning/methods-overview
5.2. http://www.edudemic.com/summative-and-formative-assessments/
5.3. http://www.learningandteaching.info/teaching/assess_form.htm
5.4. http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm#definitions
5.5. http://serc.carleton.edu/introgeo/assessment/formative.html
5.6. http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
6. diagnostic
6.1. definition
6.1.1. Given at the beginning of the school year, or the beginning of a new unit of study, a diagnostic test attempts to quantify what students already know about a topic.
6.2. purpose
6.2.1. They also provide a baseline for understanding how much learning has taken place after the learning activity is completed.
6.3. examples
6.3.1. Behaviors observed (data)
6.3.2. Observer’s interpretation
6.4. assessment of learning
6.4.1. its more a data situation with this type of assessment to be used on a larger scale.
6.5. disadvantages
6.5.1. Teacher variables (influence interpretation)
6.5.2. Focus of observation (if exact behaviors not stated)
6.5.3. Behaviors sampled may not be representative of student
6.5.4. usual performance
7. summative
7.1. definition
7.1.1. These are high-stakes assessments (i.e., they have high point values) that occur at the end of an instructional unit or course and measure the extent to which students have achieved the desired learning outcomes.
7.2. purpose
7.2.1. Summative assessment techniques evaluate student learning
7.3. assessment of learning
7.3.1. They document all of what the student has learned for that particular unit and show mastery of the standard
7.4. examples
7.4.1. exams
7.4.2. papers
7.4.3. presentations
7.5. advantages
7.5.1. these types of assessments are more rigous and require more concentration from the students.
8. self-assessment
8.1. definiton
8.1.1. it is about getting students to develop the skills and judgement to assess themselves.
8.2. purpose
8.2.1. Students who are capable of assessing themselves are already half-way to being reflective practitioners (only half-way because the assessments may not be fully valid). It is part of their development that they should no longer be entirely reliant on their teachers to assess them.
8.3. assessment for learning
8.3.1. if the rubric or example has been layed out already they can evaluate their perfomance and essenially learn from their mistakes
8.4. examples
8.4.1. sentence completion : "Has this work met my original learning needs? "
8.4.2. surveys
8.5. disadvantages
8.5.1. students may not be completely honest about their roles in the projects in terms of group work. Or they may believe their perfomance is better than it actually was.
9. peer assessment
9.1. definition
9.1.1. it involves students providing feedback to other students on the quality of their work.
9.2. purpose
9.2.1. Peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining”
9.3. examples
9.3.1. exchange lecture notes
9.3.2. Peer editing and feedback
9.4. assessment for learning
9.4.1. this is an opportunity to correct something that is being done incorrectly
9.5. advantages
9.5.1. its positive feedback coming from someone other than the teacher. students are more likely to listen to their peers
9.5.2. Peer feedback can encourage collaborative learning through interchange about what constitutes good work
10. formative
10.1. definition
10.1.1. Formative assessment techniques monitor student learning during the learning process
10.2. assessment of learning
10.2.1. helps the teacher determine what needs to be taught over and what is the next thing to be taught
10.3. purpose
10.3.1. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying.
10.4. examples
10.4.1. Have students write a reflection at the end of class
10.4.2. polls/ surveys
10.4.3. checking for understanding during lesson
10.5. advantages
10.5.1. when you are teaching and checking for understanding, you can correct the miscommunications right away