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Assessments by Mind Map: Assessments

1. Summative

1.1. Definition

1.1.1. to measure the level of success or proficiency at the end of an instructional unit, by comparing it against some standard or benchmark

1.2. Types

1.2.1. Standardized Tests Paper/Pencil Online Computer Adaptive Testing

1.2.2. Research Projects

1.2.3. Final Exams

1.2.4. Major Cumulative Projects

1.3. Student Preparation

1.3.1. Teach assessment taking skills

1.3.2. Test format

1.3.3. Types of test questions

1.3.4. Test length

1.3.5. Review

1.3.6. Assessment Anxiety (test anxiety)

1.4. Creating

1.4.1. Assessment directions

1.4.2. Arrange items

1.4.3. Physical Layout Questions True-False; Yes-No Multiple-Choice Matching; Sequencing Factual short answer; fill-ins Higher-Order Short Answer Short or Long Essay

1.5. Planning Assessment

1.5.1. Criteria for high-quality assessment

1.5.2. End of a unit or large chunk of learning

1.5.3. Representative samples

1.5.4. Review

1.6. Scoring

1.6.1. Human scoring

1.6.2. Distributed scoring

1.6.3. Automated scoring

1.6.4. Rubric

1.6.5. Checkilists

2. the shared process of gathering purposeful and systematic measurement for documentation, reflection and improvement, of student learning and institutional practices

3. Formative

3.1. Definition

3.1.1. the process of gathering evidence of student learning

3.2. Purpose

3.2.1. Learning Progressions

3.2.2. Differentiated isntruction

3.2.3. Response to Intervention

3.3. Characteristics

3.3.1. Evidence of student learning

3.3.2. Structure

3.3.3. Participant involved feedback

3.3.4. Instruction adjustments

3.3.5. Teacher-Student interaction (student self assessment)

3.3.6. Attributions for success

3.4. Types

3.4.1. Formal Types: Structured exercise, Pre-tests, Homework, In-class assignments, Quizzes, Unit tests, Classroom Response Systems Interim/Benchmark

3.4.2. Informal Observations, Questioning, Spontaneous, Immediate feedback

3.5. Feedback

3.5.1. Nature of Feedback Timing Mode Type of task Audience Amount

3.5.2. Feedback is differentiated and effective Differentiated Feedback Grade level Subject Ability-level Effective Feedback Specific Relates performace to standards and strategies, Indicates progress & corrective action Focuses on errors and effort attributions

3.5.3. Types of Feedback Goal-directed Scaffolded Norm-Referenced Self-Referenced Standards Referenced

4. Comparing Summative & Formative Assessment