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Assessment by Mind Map: Assessment

1. 3. Interim Assessment Benchmark

1.1. Definition: Periodic testing that is done throughout the school year.

1.1.1. Six Weeks Exams

1.1.2. End of the Unit Exam

1.2. Low-Level student feedback

1.3. Formal Style of Assessment

1.3.1. projects

1.3.2. Written Assignments

1.3.3. Tests

2. 2. Performance

2.1. Individual or Group Projects

2.2. Portfolios

2.3. Student Logs

2.4. Journals

3. 1. Diagnostic

3.1. Definition:A distinct form of measurement. Its purpose is to ascertain, prior to instruction, each student's strengths, weaknesses, knowledge, and skills. Establishing these permits the instructor to remediate students and adjust the curriculum to meet each learner's unique needs.

4. Performance

5. 5. Formative Assessment

5.1. Definition: Process of gathering evidence of student learning

5.2. Provides students with immediate feedback

5.3. Adjust instruction strategies to enhance behaviors.

5.4. Learners can change behaviors

5.5. Formative Assessment Cycle

5.5.1. 1. Gather Evidence of Learning

5.5.2. 2. Evaluate evidence

5.5.3. 3. Feedback

5.5.4. 4. Adjust Instruction

5.6. Formal Assessment

5.6.1. Pre-Assessments

5.6.2. Planned activities

5.6.2.1. Group

5.6.2.2. Individual

5.6.3. Specific sequence of activities

5.6.4. 6 Types of Formal Formative Assessments

5.6.4.1. Structured Exercises

5.6.4.2. Pretests

5.6.4.3. Homework

5.6.4.4. In Class Assignements

5.6.4.5. Quizzes and Unit Tests

5.6.4.6. Classroom Response Systems

5.6.4.6.1. Anticipation Guides

5.7. Informal Assessment

5.7.1. Observation

5.7.2. Questioning

5.7.3. It is spontaneous

5.7.4. Immediate feedback and instructional adjustment.

6. 4. Summative Assessment

6.1. Definition: evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

6.2. Preparing Students for Assessment

6.2.1. Assessment taking skills

6.2.2. Teach assessment taking skills

6.2.3. Test length, format, types of questions

6.2.4. Review

6.3. Conduction Summative Assessment

6.3.1. When should they be scheduled

6.3.2. When should they be created

6.4. Creating Summative Assessment

6.4.1. Assessment Directions

6.4.2. Arrange Items

6.4.3. Physical Layout

6.5. Planning Summative Assessment

6.5.1. End of a large chunk of learning

6.5.2. Review what you want to do

6.5.3. Criteria for ensuring high-quality assessment

6.5.4. Representative Sampling

6.5.5. Types

6.5.5.1. Standardized Test

6.5.5.1.1. STAAR

6.5.5.1.2. ACT

6.5.5.1.3. SAT

6.5.5.2. final exams

6.5.5.3. major cumulative projects

6.5.5.4. Research Projects