1.1. Cite: Edutopia.org. (2010, August, 3). Comprehensive Assessment: An Overview. [Video File]. Retrieved from https://www.youtube.com/watch?v=b9OBhKzh1BM
1.2. Definition: an evaluation based on a project that produces an item that can be judged
1.3. Advantage: real world evaluations; includes soft skills required in the market place such as collaboration and leadership;
1.4. Disadvantage: difficult to evaluate objectivity; subject to individual percpetions
1.5. Example: students design a robot in science class that demonstrates scientific and technological skills
1.6. Timing: after instruction
2. High Stakes Assessment
2.1. Cite: Johnson, D. and Johnson, B. (2009). High Stakes Testing.
2.2. Definition: results of are used to make important decisions
2.3. Advantage: easy to make scores and threshold criteria.
2.4. Disadvantage: does not test important life skills such as determination and dedication
2.5. Example: driving test
2.6. Timing: after insruction
3. Portfolio Assessment
3.1. Cite: Mathew, J. (2004). Portfolio Assessment Can it be used to hold school accountable? Vol 4. No. 3.
3.2. Definition; a collection of student work samples including labs, paintings, essays, and other projects used to make a judgment
3.3. Advantage: creates an on-going learning process;
3.4. Disadvantage: subjective scoring; lack of data
3.5. Timing: end of unit
3.6. Example: end of three years, art students submit 3 years of paintings
4. Diagnostic Test
4.1. Cite: Dumit, N. (2012, August). Diagnostic / Formative / Summative Assessment. Retrieved From http://aub.edu.lb/ctl/Documents/CLO%20summer%202012/Diagnostic%20formative%20summative%20asst.pdf.
4.2. Definition: determine strengths, weaknesses, and skills prior to instruction.
4.3. Advantage: establish a baseline to demonstrate growth levels.
4.4. Disadvantage: requires follow up and due diligence to ensure meaningful test results.
4.5. Example grade - Transition: Pre-Assessment
4.6. Timing: prior to learning
5. Formative
5.1. Cite: Dumit, N. (2012, August). Diagnostic / Formative / Summative Assessment. Retrieved From http://aub.edu.lb/ctl/Documents/CLO%20summer%202012/Diagnostic%20formative%20summative%20asst.pdf.
5.2. Definition: individual assessment to help improve learning
5.3. Timing; during instruction
5.4. Advantage: check for understanding. When used with follow up instruction, can lead to focused comprehension of specific information that was missed during initial instruction.
5.5. Disadvantage: requires consistent follow up and due diligence to ensure academic progress
5.6. Example - 8th grade: at the end of a lesson, each student answers an exit ticket
6. Summative
6.1. Cite: Dumit, N. (2012, August). Diagnostic / Formative / Summative Assessment. Retrieved From http://aub.edu.lb/ctl/Documents/CLO%20summer%202012/Diagnostic%20formative%20summative%20asst.pdf.
6.2. Definition: evaluation of a learner in order to make a judgment
6.3. Advantage: provides hard data and evidence
6.4. Disadvantage: does not focus on soft skills that are critical in the market place
6.5. Timing: after instruction
6.6. Example - high school: end of chapter test
7. Authentic Assessment
7.1. Cite: Indiana Department of Education. (No Year Provide). http://www.msdwt.k12.in.us/msd/wp-content/uploads/2011/10/authentic_assessment.pdf
7.2. Definition: hands-on / real world testing
7.3. Advantage: may help determine students true abilities because traditional tests may cause stress which in turn will cause a decrease test score
7.4. Disadvantage; subjective / lack of data
7.5. Example for high school: oral interview
7.6. Timing: after unit
8. Self Assessment
8.1. Cite: McMillan, J. and Hearn, J. (2008). Student Self Assessment the Key to Stronger Student Motivation and Higher Achievement. Retrieved from http://files.eric.ed.gov/fulltext/EJ815370.pdf.
8.2. Definition; evaluate your own academic and behavior performance and find strategies for self improvement.
8.3. Advantage: self improvement and self discipline. Motivation comes from within the individual
8.4. Disadvantage: not all students can self assess. Many students require an adult who can provide evaluation and monitoring
8.5. Example - high school: after exam, student grades her own essays, identifies strengths and weaknesses of the essay and plans a strategy to improve for the next assignment
8.6. Timing: anytime
9. Peer Assessment
9.1. Cite: University of Reading (unknown date). Retrieved fromhttps://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/peer-assessment/eia-peer-assessment.aspx
9.2. Definition: students grade and provide feedback to other students using a rubric.
