1. Authentic
1.1. Definition: As assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
1.1.1. Purpose: To provide opportunity for students to complete relevant and useful tasks. This is an example of assessment of or or learning because it can be used as either a formative or summative assessment.
1.1.1.1. Advantages: Views learning as a process, the skills that are gained are relevant for college and career paths alike, focuses on analytical skills, promotes synthesis of knowledge, promotes creativity, encourages collaboration.
1.1.1.1.1. Disadvantages: Can be time intensive, difficult to coordinate between many students, difficult to grade consistently, may not be feasible for large class sizes.
2. Diagnostic
2.1. Definition: An assessment done at the beginning of the year or before any given unit designed to measure a student's existing skills, knowledge, strengths and weaknesses.
2.1.1. Purpose: The purpose of this assessment is for the teacher to be able to gain an understanding at where current levels are. This is an example of an assessment for learning because it helps the instructor plan the unit in order to ensure that students are in the right condition to learn.
2.1.1.1. Advantages: Establishes a baseline for the for the teacher to then plan units and individual lessons, allows for better differentiation plans for the students, and gives a frame of reference for later assessments
2.1.1.1.1. Disadvantages: May not accurately show what the students skills and knowledge are, may give the teacher a presupposed idea of the student's capabilities.
3. Peer Assessment
3.1. Definition: Where a student is given a criteria or rubric and is tasked with assessing the work of their peer.
3.1.1. Purpose: To increase student responsibility and autonomy, strive for a more advanced and deeper understanding of the subject matter, skills and processes, and for students to move from passive to active learners. This is an example of an assessment for learning because it helps equip students with the skills to be able to self monitor their future work.
3.1.1.1. Advantages: Advantages: Encourages responsibility and involvement, encourages the student to reflect, and focuses on the development of judgement skills.
3.1.1.1.1. Disadvantages: Students tend to award the same mark for each criterion, there is a possibility for favoritism or discrimination based on the peer being assessed, reliability isn't always guaranteed
4. Formative
4.1. Definition: Formative assessment includes various formal and informal assessments that are completed during the learning process in order for the teacher to modify teaching and learning activities and improve student attainment.
4.1.1. Purpose: The purpose is to be a tool for the teacher in order to modify and change the learning process in order to help students meet specific standards and goals (attainment). This is an example of an assessment for learning because it is used throughout the learning process.
4.1.1.1. Advantages: is often low stakes so student stress is lower, gives the teacher a snapshot of how students are doing
4.1.1.1.1. Disadvantages: students do not put as much energy into formatives because they are often not "weighed" as heavily as summative assignments
5. Summative
5.1. Definition: An assessment that is given at the end of a unit in order to evaluate what the student has learned using a standard or benchmark (sometimes called criterion).
5.1.1. Purpose: To measure whether the standards of a given unit have been achieved. For this reason this type of assessment is an assessment of learning.
5.1.1.1. Advantages: motivation for students to study and prepare, is evaluative for the teacher
5.1.1.1.1. Disadvantages: Is high stress and high stakes, is not always reflective of process
6. Performance-based
6.1. Definition: An assessment where a stunt takes on a task that measures their ability to apply the skills and knowledge learned from a unit or units of study.
6.1.1. Purpose: To make assessments relevant and practical for students, particularly with the focus on 21st-century learning. This is an example of an assessment of learning because it demonstrates what a student has accomplished and learned by the end of the unit.
6.1.1.1. Advantages: is often student centered, encourages active learning, can be incorporated with other experiential and service-learning type opportunities, can promote creativity, can be summative or formative.
6.1.1.1.1. Disadvantages: can be time consuming for the teacher and student, the assessment criteria may be less defined than other assessments, needs a lot of prep and guidance, needs teacher detailed feedback throughout the entire process
7. High-stakes
7.1. Definition: An assessment used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability.
7.1.1. Purpose: Is usually an attempt to ensure that students are enrolled in effective schools and being taught by effective teachers. Scores are used to determine punishments, awards, advancement, or compensation. This is an example of an assessment of learning because it is providing data of what is actually being achieved in the classroom.
7.1.1.1. Advantages: convenient, objectively graded, includes reference group measurements, large number of students can take the test, allows for longitudinal study of a school's process
7.1.1.1.1. Disadvantages: little to no differentiation involved, measures specific knowledge rather than process or skills, often developed by a third-party agency that does not have insights into any one school's specific needs and culture (which may affect the outcome of the exam)
8. Portfolio
8.1. Definition: A portfolio is a collection of student work, typically over a defined period of time.
8.1.1. Purpose: to showcase a student's collection of work over a period of time. This is both an assessment of learning and for learning because it enables the learner to measure growth over time, and the educator to measure what has been accomplished but the end of the unit or year.
8.1.1.1. Advantages: are adaptable to different types formats (i.e.: for different subjects), shows student sophistication, is encouraging for the student to see their completed work, is process focused, avoids test anxiety
8.1.1.1.1. Disadvantages: time consuming, transfer students will be at a disadvantage if they come to the class mid unit, process focused so assessment becomes less about content standards,
9. Self-assessment
9.1. Definition: Where a student is given a criteria or rubric and is tasked with assessing their own work.
9.1.1. Purpose: to increase student responsibility and autonomy, strive for a more advanced and deeper understanding of the subject matter, skills and processes, and for students to move from passive to active learners. This is an example of an assessment for learning because it helps equip students with the skills to be able to self monitor their future work.
9.1.1.1. Advantages: Encourages responsibility and involvement, encourages the student to reflect, and focuses on the development of judgement skills.
9.1.1.1.1. Disadvantages: has the risk of being perceived as a process of inflated grades and can therefore be unreliable, students do not feel equipped to self assess