Assessments

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Assessments by Mind Map: Assessments

1. Formative

1.1. Process of gathering evidence of student learning, providing feedback, and adjusting instruction to enhance student achievement, so that learners can change behaviors.

1.2. Quizzes, discussion, and pre-assessments are all formative examples.

2. Summative

2.1. An assessment that is more focused on overall outcome rather than improving student performance, after a large chunk of learning.

2.2. The STAAR test or the IOWA test would be examples of yearly summative assessments. Final exams would be examples for older students summative assessments.

3. Interim-Benchmark

3.1. A Low-level formative assessment, with little or no feedback, and a formal structure that is given periodically throughout the school year.

3.2. 6-week assessments, and chapter assessments are examples of Interim-Benchmark assessments.

4. Performance

4.1. An assessment that requires the student to perform a task to demonstrate ability, as opposed to answering questions.

4.2. Recitals, exibitions of student work, and graded speeches are examples of performance based assessments.

5. Diagnostic

5.1. A type of pre-assessment that is focused on what students know before beginning a new learning experience.

5.2. B.O.Y. lexile level testing, and B.O.Y. knowledge retention assessment both assess students abilities to provide a baseline to measure against their growth.

6. H.O.T. Questions

6.1. Opening

6.1.1. What happens to cause a plant to grow?

6.1.2. If you wanted to plant a garden, how would you get started, and what would you need?

6.2. Guiding

6.2.1. Based on what the stem of a plant is connected to, what do you think the stem's function is?

6.2.2. If the roots take in nutrients, and water from the soil, how do these get to the other parts of the plant?

6.3. Closing

6.3.1. How do the parts of a plant work together?

6.3.2. Why do you think that all of the parts of a plant must work together?

7. LM- scored low on the measurement assessment- 36%

7.1. Based on her responses, she was not correctly using her ruler.

7.2. She may need one-on-one instruction on how to use the tool for measuring, how to place the ruler in relation to the item to get an accurate measurement. She will need visuals, and hands on experience.

8. RD- Scored low on the recent measurement test.-45%.

8.1. He particularly struggled with the questions regarding area.

8.2. His responses indicated that he did not understand what the questions were asking.

8.3. He needs strategies that will help him determine what the questions are asking, such as underlining, or circling key words, or eliminating responses that are not related in any way to the question.

9. AR- Scored low on the recent measurement assessment-36%

9.1. He struggled with many areas of the test, and it seemed like his issue was in reading the test questions. This was the first test they have taken without having the questions read for them.

9.2. He needs work on phonics, and strategies that will help him retain the information he has read. I might suggest doodle reading, drawing pictures that help him remember the important words in the sentence to better understand what the sentence is about, as he sounds out each word. Adam has recently been tested, and is now receiving help from inclusion specialists who pull him for testing, and read the questions to him.

10. Photo source:https://sites.psu.edu/objectives/assessing-your-objectives/aligning-assessment-with-objectives/