1. Performance-based
1.1. Definition
1.1.1. "An assessment task that challenges students to use their high order thinking skills to create a product or complete a process." CHUN, 2010
1.2. Purpose
1.2.1. Measures students ability to apply the skills and knowledge learned from unit.
1.3. Advantages & Disadvantages
1.3.1. ADVANTAGES
1.3.1.1. Can be used to assess from multiple perspectives
1.3.1.2. Using a student centred design can promote student motivation
1.3.1.3. Encourages time on academics outside of class
1.3.1.4. Creative output
1.3.2. DISADVANTAGES
1.3.2.1. Time consuming
1.3.2.2. Ratings are subjective
1.3.2.3. Performance may not be students usual, especially with an audience
1.3.2.4. Can be intimidating for some students
1.4. Assessment OF & FOR learning
1.4.1. Performance based assessment can be both formative or summative, therefore it is both an Assessment OF and FOR learning.
1.5. Example for Grade 3
1.5.1. Role Play Performance
2. High Stakes
2.1. Definition
2.1.1. Typically standardised tests used for the purpose of accountability
2.1.2. Can be negative consequence or positive consequence. (awards or punishment)
2.2. Purpose
2.2.1. Important decisions are based on this assessment. For example, promoting or retaining a student in a grade.
2.3. Advantages & Disadvantages
2.3.1. ADVANTAGES
2.3.1.1. Holds teachers accountable for student learning
2.3.1.2. Motivates students to work harder
2.3.1.3. Provides easy to understand information on schools and performance.
2.3.2. DISADVANTAGES
2.3.2.1. Added pressures to achieve
2.3.2.2. Can be teaching to the test
2.3.2.3. Schools can be judge solely on the outcome of the high stake assessment
2.4. Assessment OF learning
2.5. Example for Grade 3
2.5.1. Test papers
3. Authentic
3.1. Definition
3.1.1. Assessment where students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
3.2. Purpose
3.2.1. Make sure students fully grasp material by assessing them doing a task related to the material
3.3. Advantages & Disadvantages
3.3.1. ADVANTAGES
3.3.1.1. Connects students with real life skills
3.3.1.2. integrates teaching, learning and assessment
3.3.1.3. provides multiple path to demonstration
3.3.1.4. Captures the nature of learning
3.3.1.5. Direct measure of knowledge
3.3.2. DISADVANTAGES
3.3.2.1. Subjectivity in scoring
3.3.2.2. Limits skills and knowledge that is assessed
3.3.2.3. Time constraints
3.4. Assessment OF & FOR learning
3.4.1. Authentic assessment, assesses the use of skills and knowledge gained in a real life situation. It can be both formative and summative, therefore it can be both assessment of and for learning
4. Self-Assessment
4.1. Definition
4.1.1. Assessment where students reflect on their own learning, assessing their own progress in
4.2. Purpose
4.2.1. "Self-assessmnet leads a student to greater awareness and understanding of himself or herself as a learner" Ministry of Education 2002
4.3. Advantages & Disadvantages
4.3.1. ADVANTAGES
4.3.1.1. Low anxiety
4.3.1.2. Easy to construct and score
4.3.1.3. Encourages student involvement and responsibilities
4.3.1.4. Encourages student reflection on their role and contribution
4.3.1.5. Helps students gain understanding of concepts of quality
4.3.2. DISADVANTAGES
4.3.2.1. Students may not be able to accurately assess their abilities.
4.3.2.2. Could be perceived
4.3.2.3. Can take more time
4.4. Assessment OF & FOR learning
4.4.1. Although self-assessment is OF learning that has been done, the purpose of Self-assessing is to learn and reflect on yourself in order to inform the future therefore FOR learning.
4.5. Example for Grade 3
5. REFERENCES
5.1. UNSW (n.d) Student Self-Assessment. Retrieved from https://teaching.unsw.edu.au/self-assessment#
5.2. Great Schools Partnership (2014 August 18) High Stakes Test. Retrieved from http://edglossary.org/high-stakes-testing/
5.3. Great Schools Partnership (2015 November 10) Assessment. Retrieved from http://edglossary.org/assessment/
5.4. Morningside College (2006 March) Advantages and disadvantages of various assessment methods. Retrieved from https://www.uta.edu/ier/Resources/docs/AssessmentMethods.pdf
5.5. Hilliard, P. (2015, December 7), Performance-Based Assessment: Reviewing the Basics. Retrieved from https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
5.6. Spira. M, (n.d) What Are the Advantages and Disadvantages of Formative Assessment? Retrieved from http://classroom.synonym.com/advantages-disadvantages-formative-assessment-8502289.html
5.7. Student Achievement Division (2007 December) Student Self-Assessment. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/studentselfassessment.pdf
5.8. Donges. C, (n.d) What Are the Advantages of Authentic Assessment Over Standardized Testing? Retrieved from http://education.seattlepi.com/advantages-authentic-assessment-over-standardized-testing-2893.html
5.9. Dorvil A. (2014 March 20) Pros and Cons of Authentic Assessment and Standardized Test. Retrieved from https://prezi.com/krvztfzwdc5t/pros-and-cons-of-authentic-assessment-and-standardized-testi/
5.10. Desautels. L, (2014 August 13) Self-Assessment Inspires Learning. Retrieved from https://www.edutopia.org/blog/self-assessment-inspires-learning-lori-desautels
5.11. Topping. K, (2009) Peer Assessment. Theory in Practice, 48, 20-27. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=8f765bb8-4aa4-4f29-871f-0735ae5ff6c6%40sessionmgr102&vid=5&hid=128
6. Diagnostic
6.1. Definition
6.1.1. Type of assessment which examines what a student knows and can do prior to learning program being implemented
6.2. Purpose
6.2.1. Provides a baseline that progress can be compared against
6.2.2. Used to diagnose student difficulties and guide lesson and curricular planning
6.3. Advantages & Disadvantages
6.3.1. ADVANTAGES
6.3.1.1. As teachers are informed of student's prior knowledge they can create meaningful and efficient instruction
6.3.1.2. The information gained from diagnostic assessment can provide information to individualise instruction
6.3.1.3. It is a way in which student's misconceptions can be gathered before teaching
6.3.2. DISADVANTAGES
6.3.2.1. Can cause anxiety for students carrying out assessment
6.3.2.2. Can be time consuming
6.3.2.3. May lead to incorrect inferences about a child's ability.
6.4. Assessment FOR learning
6.4.1. Diagnostic assessments are prior to learning and inform curricular and teaching.
6.5. Example for Grade 3
6.5.1. KWL Chart
7. Formative
7.1. Definition
7.1.1. Continous evaluations of student learning in a unit, course or year.
7.1.2. Typically not scored or graded
7.1.3. Students are not expected to achieve perfect scores
7.2. Purpose
7.2.1. To inform teachers what students are learning and not learning, in order to guide instruction.
7.3. Advantages & Disadvantages
7.3.1. ADVANTAGES
7.3.1.1. As it is ongoing, allows constant feedback. If problems occur they can be identified early
7.3.1.2. less anxiety, often unknown assessment
7.3.1.3. students become aware of their learning needs
7.3.2. DISADVANTAGES
7.3.2.1. Can be labour intensive- due to constant requirement
7.3.2.2. Confusion of the term 'formative'
7.4. Assessment FOR Learning
7.4.1. This assessment type is an assessment FOR learning as it informs the teaching practices in order for modification. There are no scores given.
7.5. Example for Grade 3
7.5.1. Exit tickets
8. Summative
8.1. Definition
8.1.1. Summary of the skills and knowledge learnt.
8.1.2. An assessment at the end of a unit, topic or period.
8.1.3. Typically scored or graded.
8.2. Purpose
8.2.1. Assessment to determine if student have learnt what they were expected in the specific time period
8.3. Advantages & Disadvantages
8.3.1. ADVANTAGES
8.3.1.1. Provide teachers and students with information about learning and attaining knowledge
8.3.1.2. Assesses if results of object were achieved
8.3.1.3. Can become high stakes, used to evaluate
8.3.2. DISADVANTAGES
8.3.2.1. Not always accurate reflection of learning
8.3.2.2. Creates pressure and anxiety
8.3.2.3. Do not identify the problems of instruction that need to be improved before the arise.
8.4. Assessment OF learning
8.4.1. As summative take place at the end of a unit or specific time, it is an assessment of the learning taken place.
8.5. Example for Grade 3
8.5.1. End project, paper pen tests,
9. Portfolio
9.1. Definition
9.1.1. A collection of academic work
9.1.2. Science reports, posters, art work
9.1.3. Physical or digital form
9.2. Purpose
9.2.1. Evidence and evaluate 'body of knowledge'
9.3. Advantages & Disadvantages
9.3.1. ADVANTAGES
9.3.1.1. Practical evidence of work and learning
9.3.2. DISADVANTAGES
9.3.2.1. Can be time consuming
9.3.2.2. Providing evidence does not necessarily mean that topics are learnt
9.4. Assessment OF learning
9.5. IB PYP Portfolios
10. Peer Assessment
10.1. Definition
10.1.1. Peer assessment is an arrangement for learners to consider and specify the level, value or quality of a product or performance of other equal status learners." Topping 2009
10.2. Purpose
10.2.1. Students play an active role in the assessing process, thereby gaining a greater understanding of expectations and criteria.
10.3. Advantages & Disadvantages
10.3.1. ADVANTAGES
10.3.1.1. Encourages student involvement and responsibility
10.3.1.2. Encourages reflection on their role and contribution in group work
10.3.1.3. Focuses on the development of students judgement skills
10.3.1.4. Provides relevant feedback to students as its generated by peers.
10.3.1.5. Can help reduce students who do not participate, as their contribution will be judged by their peers.
10.3.2. DISADAVANTAGES
10.3.2.1. Additional time may be needed to instruct students
10.3.2.2. Reliability of scores may be questionable due to peer pressure and other factors
10.3.2.3. Students may be reluctant to give criticism or make judgements
10.3.2.4. Or alternatively students may discriminate against a student