1. Self-Assessment
1.1. Students assess their own contribution in order to identify strength and weaknesses
1.1.1. Advantages
1.1.1.1. encourages student involvement and responsibility
1.1.1.2. focuses on the development of student’s judgment skills
1.1.1.3. allows students to see and reflect strenghts and weaknesses
1.1.2. Disadvantages
1.1.2.1. students may feel ill equipped to undertake the assessment
1.1.2.2. potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation
1.1.2.3. self assessment has a risk of being perceived as a process of presenting inflated grades and being unreliable
1.2. Assessment of learning: i'e., reflecting writing, class participation, activity checklists
2. Porfolio
2.1. a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects
2.1.1. Two types
2.1.1.1. Process portfolio:
2.1.1.1.1. documents the stages of learning and provides a progressive record of student growth
2.1.1.2. Product portfolio
2.1.1.2.1. demonstrates mastery of a learning task or a set of learning objectives and contains only the best work
2.2. Advantages
2.2.1. highlights student's strengths and promotes students self-evaluation, reflection, and critical thinking.
2.2.2. identify student's weaknesses for remediation, if timed properly
2.2.3. can be used to view learning and development longitudinally
2.2.4. multiple components of the curriculum can be assessed (e.g. writing, critical thinking, technology skills)
2.3. Disadvantages
2.3.1. time consuming and challenging to evaluate
2.3.2. costly in terms of evaluator time and effort
2.3.3. time intensive to convert to meaningful data
2.3.4. gathering all of the necessary data and work samples can make portfolios bulky and difficult to manage
2.4. Assessment of learning: i.e., student porfolio, compilation of student's test scores
3. Diagnostic
3.1. Its purpose is to ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills
3.1.1. Advantages
3.1.1.1. help identify students who lack prerequisite knowledge, understanding of specific subject or unit
3.1.1.2. can help identify students interests
3.1.1.3. provides information essential to teachers to differentiate instruction or design appropriate programs for all students.
3.1.2. Disadvantages
3.1.2.1. may cause an educator to make incorrect inferences about a child's ability level
3.2. Assessment of learning: i.e., do now, placement tests, quizzes, homeworks.
4. Authentic Assessment
4.1. A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills (Jon Mueller)
4.1.1. Advantages
4.1.1.1. give more direct evidence about a student’s knowledge (or lack of it) than a standardized test can
4.1.1.2. unlike traditional assessments and standardized testing they are structured around students rather than teachers
4.1.1.3. often tells a teacher more about how much the student really understands
4.1.2. Disadvantages
4.1.2.1. time-intensive to manage, monitor, and coordinate
4.1.2.2. difficult to coordinate with mandatory educational standards
4.1.2.3. may not be practical for large enrollment courses
4.2. Assessment of and for learning: i.e., application of real life skills experiments, case analysis, sumulations, interviews
5. High Stakes
5.1. A high-stakes test is any test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability
5.1.1. Advantages
5.1.1.1. can be used to help teachers create a learning plan based on studnents needs—helping them in the long run
5.1.1.2. data are always publicly available. Allow parents to look at results to see how well, or poorly, their children's schools are performing
5.1.1.3. yearly testing and frequent practice tests therefore can help kids improve their test-taking abilities over time
5.1.2. Disadvantages
5.1.2.1. may cause any subject that isn't math or language arts to be pushed out of the classroom
5.1.2.2. pressure on teachers can clamp down on creativity and innovation
5.2. Of and for learning: i.e. , Bac I & II, CCS, SAT and MAP tests
6. References: Stanford SRN(2008). "Performance Based Assessment." *Morningside College. (March 2006). "Advantages and Disadvantages of Various Assessment Methods". Assessment Handbook *Dumit N. Y. (Aug 2012). "Diagnostic/Formative & Summative Assessment." *Venn, J. J. (2000). "Assessing students with special needs (2nd ed.)." Upper Saddle River, NJ: Merrill Dan *Williams. What Are the Advantages of Authentic Assessment Over Standardized Testing? *Roberta Nunoz. (Dec 2014). "High Stakes Testing Pros & Cons. Education.com" *Assessing Student Performance: Formulating Effective Methods of Assessment. Temple University
6.1. Other websites: http://www.slideshare.net/pbingham1/formative-and-summative-assessments-unit-3-revised-without-references *https://www.teachingchannel.org/questions/what-are-the-advantages-and-disadvantages-of-diagn/?utm_source=newsletter20151114/
7. Formative Assessment
7.1. A range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve students' attainment.
7.1.1. Advantages
7.1.1.1. help students identify their strengths and weaknesses and target areas that need work
7.1.1.2. help faculty recognize where students are struggling and address problems immediately
7.1.1.3. S.A are often low stakes therefore prevent motivation for students cheatings
7.1.1.4. allows students to identify conceptual errors
7.1.2. Disadvantages
7.1.2.1. maybe difficult to motivate student through F. A because of the low stake nature
7.1.2.2. time consuming for educators to provide on constructive feedback
7.2. Assessment for learning: i.e., homework, quiz, group project
8. Summative Assessment
8.1. (or summative evaluation) refers to the assessment of participants where the focus is on the outcome of a program
8.1.1. Advantages
8.1.1.1. S.A makes it possible to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark
8.1.1.2. allow educators to assess whether the results being evaluated or measures met the stated goals
8.1.1.3. students can use results to make decisions about further study to improve there performance
8.1.2. Disadvantages
8.1.2.1. may encourage cheating due to the high stake nature of the assessment
8.1.2.2. S.A is not always a good indicator or most accurate reflection of learning
8.2. Assessment 0f learning: i.e., mid term exam, final exam, term papers, final presentation and/or projects
9. Perfomance-Based Assessment
9.1. Requires students to demonstrate knowledge and skills, including the process by which they solve problems.
9.1.1. Advantages
9.1.1.1. students to demonstrate their knowledge, skills, and strategies by creating a response or a product
9.1.1.2. taps into students’ higher-order thinking skills
9.1.1.3. builds students’ skills and also to inform teachers’ instructional decisions
9.1.1.4. allows teachers to make summative judgments about students’ understandings and skills in particular domains
9.1.2. Disavantages
9.1.2.1. time consuming and labor intensive to design and execute
9.1.2.2. must be carefully designed if used to document achievement of student learning outcomes
9.1.2.3. can be very costly, production costs may be prohibitive for some students and hamper reliability
9.2. Assessment of and for learning: i.e., case analysis, mid-term exams, experiments, class presentation
10. Peer Assessment
10.1. Students individually assess each other's contribution using a predetermined list of criteria
10.1.1. Advantages
10.1.1.1. encourages student involvement and responsibility
10.1.1.2. focuses on the development of student’s judgment skills
10.1.1.3. provides more relevant feedback to students as it is generated by their peers
10.1.2. Disavantages
10.1.2.1. additional briefing time can increase a teacher’s workload
10.1.2.2. students may be reluctant to make judgements regarding their peers
10.1.2.3. students will have a tendency to award everyone the same mark