NAME: REYVIE C GALANZA COURSE, YEAR & SCHED:BSED -2 2ND SCHED

6 Types Of Assessment tools

1. Diagnostic Assessment (as Pre-Assessment)

One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and skills prior to
instruction

Another way to think about it: A baseline to work from

Tip: Done at the beginning–of the school year, beginning of a unit, beginning of a lesson, etc.

Another type of assessment, which is given at the beginning of the course or the beginning of the
unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students
already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or
short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be
studied in the course. The goal is to get a snapshot of where students currently stand - intellectually,
emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to
teach the new course content and what teaching approach to use.

They are often used pre- and post-instruction, where students are given identical pre- and post-tests
before and after the course. This method allows instructors and students to chart their learning progress
by comparing pre- and post-tests results. Some disciplines, such as physics, have developed a set of
diagnostic tests such as Force Concept Inventory opens in new window that can be used by instructors.

2. Formative Assessment

One way to think about it: Assesses a student’s performance during instruction, and usually occurs
regularly throughout the instruction process

Another way to think about it: Like a doctor’s ‘check-up’ to provide data to revise instruction

Tip: Using digital exit ticket tools like Loop can be an easy means of checking whether students have
understood lesson content, while also promoting student reflection.

Formative assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can
be used by instructors to improve their teaching and by students to improve their learning. More
specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

3. Summative Assessment

One way to think about it: Measures a student’s achievement at the end of instruction. It’s like talking to
someone about a movie after the movie is over. : )

Another way to think about it: It’s macabre, but if formative assessment is the check-up, you might think
of summative assessment as the autopsy. What happened? Now that it’s all over, what went right and
what went wrong?

Tip: By using measurements of student performance, summative assessments can be useful for teachers
to improve units and lessons year over year because they are, in a way, as much of a reflection on the
quality of the units and lessons themselves as they are the students.

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit
by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:

a midterm exam

a final project

a paper

a senior recital

Information from summative assessments can be used formatively when students or faculty use it to
guide their efforts and activities in subsequent courses.

4. Norm-Referenced Assessment

Norm-referenced assessment is a type of standardized test that compares students’ performances to

one another. Norm-referenced assessments compare a student’s performance to the course median.
The “norming process” refers to calculating norm-referenced scores and the “norming group” refers to
the group that a student is compared against while a professor assigns grades.
Norm-referenced assessment refers to an assessment that ranks students on a “bell curve” to determine
the highest and lowest performing students. This method is used to understand how students’ scores
compare to a predefined population with similar experience. For instance, a student’s assessment score
could be compared to scores of students who took the same course in previous years.

One way to think about it: Compares a student’s performance against other students (a national group
or other ‘norm’)

Another way to think about it: Place, group or ‘demographic’ assessment. Many standardized tests are
used as norm-referenced assessments.

Tip: These kinds of assessments are useful over time in student profiles or for placement in national-
level programs, for example.

5. Criterion-Referenced Assessment

Criterion-referenced assessment means that teacher judgements about how a student does in an
assessment task are based on standards and criteria that are pre-determined and made available to
students at the time the assignment is set.

Standards are a specified and definite level of achievement that may be attained.

Criteria means the characteristics by which the quality of something may be judged.

Criterion-referenced assessment improves transparency and consistency for students and supports the
following University principles of assessment:

Assessment design is coherent and supports learning progression within courses and across
programmes

Assessment tasks are demonstrably aligned with course-level learning outcomes, and programme and
University-level Graduate Profiles

Assessment is reliable and valid, and is carried out in a manner that is inclusive and equitable

Assessment practices are consistent and transparent, and assessment details are available to students in
a timely manner

Criterion-referenced assessment is made clear to students by the use of carefully designed rubrics.
One way to think about it: Measures a student’s performance against a goal, specific objective, or
standard

Another way to think about it: a bar to measure all students against

Tip: These can be a kind of formative assessment and should be integrated throughout your curriculum
to guide the adjustment of your teaching over time. Mastery or competency-based learning would use
criterion-referenced assessments.

Which is an example of a criterion?

Criterion definition

The definition of criterion is the standard by which something is judged or assessed. An example of a
criterion is the set of guidelines for a thesis which is used to determine whether your thesis was good or
bad.

6. Interim/Benchmark Assessment

One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of
a grading period. Can predict student performance on end-of-the-year summative assessments. A
benchmark assessment is a type of interim assessment so it could be useful to think of them as distinct
even though they function in a similar way.

Another way to think about it: Bar graph or chart growth throughout a year, often against specific
‘benchmarks’

Tip: Benchmark assessments can be useful for communicating important facts and data to parents,
district officials, and others to, among other goals, inform the allotment of resources (time and money)
to respond to that data.

Interim Assessments can help teachers identify gaps in student understanding and instruction, and
ideally teachers address these before moving on or by weaving remedies into upcoming instruction
and activities. Examples: Chapter test; extended essay; a project scored with a rubric.

An example of a benchmark assessment is a weekly spelling test given to all students. This is a
benchmark assessment because it can be used to measure how well students are meeting the learning
goal of learning how to spell