1. DIAGNOSTIC
1.1. Pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction.
1.2. Advantages
1.2.1. - Helps teachers understand what the students already know
1.2.2. - Allows the teacher to mold lessons according to what the students already know and prevents unnecessary relearning
1.3. Disadvantages
1.3.1. - A diagnostic may not accurately reveal what a student knows
1.4. Primary Design Function
1.4.1. Assessment FOR learning
1.4.2. Allows instructor to "diagnose" student knowledge and adapt lesson plan accordingly
1.5. Assessment Example
1.5.1. - Pretest, class conversation, individual interviews
1.6. Diagnostic, Formative, and Summative Assessments - What's the Difference? (Unknown Publication Date). Retrieved from http://thinkonline.smarttutor.com/diagnostic-formative-summative-assessments-whats-the-difference/
2. SUMMATIVE
2.1. Cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met.
2.2. Advantages
2.2.1. - Can be changed to a formative
2.2.2. - Encourages some students to focus and study material
2.3. Disadvantages
2.3.1. - Poor test takers may struggle demonstrating their understanding on a standard test
2.4. Primary Design Function
2.4.1. - Assessment OF learning
2.4.2. - Typically used as a cumulative assessment and determine if primary goal(s) has been met
2.5. Assessment Example
2.5.1. Standard test (may include fill in the blank, multiple choice, essay response, etc.)
2.5.2. A project summarizing information learned
2.6. Author, Coffey, Heather. (Unknown publication date). Retrieved from http://www.learnnc.org/lp/pages/5233
3. HIGH-STAKES
3.1. Any test used to make important decisions about students, educators, schools, or districts.
3.2. Advantages
3.2.1. Gives quantitative data easily comparable to a set standard
3.2.2. Can be used to evaluate teaching quality
3.3. Disadvantages
3.3.1. Doesn't allow students to express knowledge in any other capacity
3.3.2. Forces teachers to focus on test taking or "teach to the test"
3.4. Primary Design Function
3.4.1. Assessment OF learning
3.4.2. A test is taken post instruction
3.5. Assessment Example
3.5.1. State standardized testing, SAT, MAP, etc.
3.6. High-Stakes Test. (2014, August 18). Retrieved from http://edglossary.org/high-stakes-testing/
4. FORMATIVE
4.1. Provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.
4.2. Advantages
4.2.1. - Immediate/quick feedback regarding student progress
4.2.2. - Gives teacher ability to identify students falling behind and/or modify lessons to increase understanding
4.3. Disadvantages
4.3.1. - Students may not take assessments seriously if assessment is given with too much formality
4.4. Primary Design Function
4.4.1. - Assessment FOR learning
4.4.2. - Teachers can evaluate student progress and remold lessons to adapt to students' level of understanding
4.5. Assessment Example
4.5.1. - Thumbs up/down, quick response, exit tickets, entry questions
4.6. Author, Dodge, Judith. (Unknown Publication Date). Retrieved from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them
5. PERFORMANCE-BASED
5.1. Uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product.
5.2. Advantages
5.2.1. Allows for student creativity
5.2.2. Encourages diversity in knowledge presentation
5.3. Disadvantages
5.3.1. Presentation quality can range
5.3.2. Is more time consuming than standard testing
5.4. Primary Design Function
5.4.1. Assessment OF learning
5.4.2. Students demonstrate what they learned and how they understand it
5.5. Assessment Example
5.5.1. Performances (drama, musical, etc.), artwork, experiments, exhibitions
5.6. What is Performance-Based Assessment? (2011, June). Retrieved from https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-06-linked-learning-performance-based-assessment.pdf
6. PORTFOLIO
6.1. An evaluation tool used to document student learning through a series of student-developed artifacts.
6.2. Advantages
6.2.1. Demonstrates an accumulation of data and information
6.2.2. Multiple assessments can be included in one portfolio
6.3. Disadvantages
6.3.1. Difficult to grade
6.3.2. Students can find it difficult to follow all of the components of the rubric
6.4. Primary Design Function
6.4.1. Assessment OF learning
6.4.2. Portfolios are generally used at the end of a unit
6.5. Assessment Example
6.5.1. Writing portfolio, research portfolio, data collection portfolio, art portfolio
6.6. Advantages and Disadvantages of Various Assessment Methods. (2006, March). Retrieved from http://www.clark.edu/tlc/outcome_assessment/documents/AssessMethods.pdf
7. AUTHENTIC
7.1. Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
7.2. Advantages
7.2.1. Allows students to connect classroom learning to practical, real-world application
7.3. Disadvantages
7.3.1. Can be difficult to collect quantitative data
7.4. Primary Design Function
7.4.1. Assessment FOR learning
7.4.2. This assessment allows students to connect classroom material to real-world applications, which creates another learning opportunity
7.5. Assessment Example
7.5.1. Problem solving experiments, case studies, action plans
7.6. Author, Donges, Catherine. (Unknown publication date). Retrieved from http://education.seattlepi.com/advantages-authentic-assessment-over-standardized-testing-2893.html
8. SELF-ASSESSMENT
8.1. Process in which students self-monitor, self-evaluate, and identify correctives to learn
8.2. Advantages
8.2.1. Enhances self-editing skills
8.2.2. Encourages self-reflection
8.3. Disadvantages
8.3.1. Students may not be capable of accurately editing their work
8.3.2. Teachers may have to give feedback on the feedback
8.4. Primary Design Function
8.4.1. Assessment FOR learning
8.4.2. Allows student to reflect on his/her own work and consider improvements or understand errors
8.5. Assessment Example
8.5.1. Writing edits, project reflection, performance reflection
8.6. Author, Whakapakari, Wahanga. (2012, February). Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
9. PEER ASSESSMENT
9.1. Students individually assess each others contribution using a predetermined list of criteria.
9.2. Advantages
9.2.1. Gives students opportunity to enhnace their editing skills
9.2.2. Builds trust in the learner community
9.3. Disadvantages
9.3.1. Students may critique harshly if assessment guidelines aren't clear
9.3.2. Students may hesitate to critique peers
9.3.3. Students may be unwilling to receive feedback from anyone other than "the teacher"
9.4. Primary Design Function
9.4.1. Assessment FOR learning
9.4.2. Gives feedback to students in order to improve their own work
9.5. Assessment Example
9.5.1. Writing edits, project feedback