Eight Types of Assessment

Norm-referenced assessment
Criterion-referenced assessment
Diagnostic assessment
Formative assessment
Summative assessment
Ipsative assessment
Authentic assessment
Performance assessment
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Formative assessment
 pinpoints whether students have achieved the
objective of the lesson taught. it’s main purpose is to
determine the gap between the intended objective and
actual student’s performance.
 Types of Formative Assessment
3

Question and Answer in the Lesson

Short Tests and Quizzes
Homework Exercises
Observation of Performance
Assignments
Projects
Written Questions / Exercises with Short, Extended
or Multiple-choice Answers
Simulations, Business Games
Conferencing / Reviews / Audit
 Examples of formative assessments include asking
students to:
4

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
 5

Summative assessment
 considered as the terminal assessment of
learning. the main purpose of this is to give rating or
grades to students based on their performance or
achievement. This provides data on what students have
achieved in a given period of time.
 Examples of summative assessments include:
6

a midterm
exam
a final project
a paper
a senior recital
 7

Ipsative assessment
 refers to the process of self-assessment. One of the
principles of evaluation states that, “evaluation should
provide for self-assessment.”
 8

Authentic assessment
 determines what students can actually do in
real-life situations rather than using some easy-to-
score responses to questions
 9

For example, consider the difference between asking

students to identify all the metaphors in a story and
asking them to discuss why the author used
particular metaphors and what effect they had on the
story. In the latter case, students must put their
knowledge and skills to work just as they might do
naturally in or out of school.
Assessment Description Advantages

Oral Interviews 10
Teacher asks students
questions about personal
background, activities,
readings,
and interests
Story or Test Retelling Students retell main ideas or
selected details of text
experienced through
listening or
reading
# Informal and relaxed
context
# Conducted over
successive
days
with each student
# Record observations on an
#interview guide
Student produces oral
report
# Can be scored on content
or
language components
# Scored with rubric or
rating scale
# Can determine reading
comprehension, reading
strategies,
and language
development
Writing Samples Students generate
11 # Student produces
narrative, written document
expository, persuasive, # Can be scored on
or content or
reference paper language components
# Scored with rubric or
rating scale
# Can determine writing
processes
Projects/ Students complete project in # Students make formal
Exhibitions content area, working presentation,
individually or in pairs written report, or both
# Can observe oral and
written
products and thinking skills
# Scored with rubric or
rating scale
Experiments/ Students complete
Demonstrations experiment
or demonstrate use of
materials
12
Constructed-Response Students respond in writing to
Items open-ended questions
Teacher Observations Teacher observes student
attention, response to
instructional materials, or
interactions with other
students
@judithmontuya
# Students make oral
presentation,
written report, or both
# Can observe oral and
written
products and thinking
skills
# Scored with rubric
or
rating scale
# Student produces written
report
# Usually scored on
substantive
information and thinking
skills
# Scored with rubric or rating
scale
# Setting is classroom
environment
# Takes little time
# Record observations with
anecdotal
notes or rating scales
 13

Portfolios Focused collection of # Integrates

student information from a
work to show number of sources
progress over time # Gives overall picture
of student
performance and
learning
# Strong student
involvement and
commitment
# Calls for student
self-assessment
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Performance assessment
 is undertaken to determine whether students can
demonstrate their learning through performance in
real or simulated situations
 Examples of Performance Assessments
15

Group Projects
Written Assessments
Demonstrations
Portfolios
 Norm-reference assessment

Norm-referenced refers to standardized tests

 that are designed to compare and rank test takers in
relation to one another. Norm-referenced tests report
whether test takers performed better or worse than a
hypothetical average student, which is determined by
comparing scores against the performance results of
a statistically selected group of test takers, typically
of the same age or grade level, who have already
taken the exam.
Calculating norm-referenced scores is called
the “norming process,” and the comparison
group is known as the “norming
group.” Norming groups typically comprise
only a small subset of previous test takers, not
all or even most previous test takers. Test
developers use a variety of statistical methods
to select norming groups, interpret raw scores,
and determine performance levels.
Norm-referenced scores are generally
reported as a percentage or percentile
ranking. For example, a student who scores in
the seventieth percentile performed as well or
better than seventy percent of other test takers
of the same age or grade level, and thirty
percent of students performed better (as
determined by norming-group scores).
Norm-referenced tests often use a multiple-choice
format, though some include open-ended, short-
answer questions. They are usually based on some
form of national standards, not locally determined
standards or curricula. IQ tests are among the most
well-known norm-referenced tests, as are
developmental-screening tests, which are used to
identify learning disabilities in young children or
determine eligibility for special-education services. 
The following are a few representative examples of
how norm-referenced tests and scores may be used:

• To determine a young child’s readiness for

preschool or kindergarten. These tests may be
designed to measure oral-language ability, visual-
motor skills, and cognitive and social development.

• To evaluate basic reading, writing, and math

skills. Test results may be used for a wide variety of
purposes, such as measuring academic progress,
making course assignments, determining readiness
for grade promotion, or identifying the need for
additional academic support.
• To identify specific learning disabilities, such
as autism, dyslexia, or nonverbal learning
disability, or to determine eligibility for
special-education services.
• To make program-eligibility or college-
admissions decisions (in these cases, norm-
referenced scores are generally evaluated
alongside other information about a
student). Scores on NAT exams are a
common example.
 Criterion Referenced Assessment

Criterion referenced assessment (CRA) is the process

of evaluating (and grading) the learning of students
against a set of pre-specified qualities or criteria,
without reference to the achievement of others (Brown,
1998; Harvey, 2004). The pre-specified qualities or
criteria are what students have to do during
assessment in order to demonstrate that they have
achieved the learning outcomes. How well they do this
is described at different levels - these are standards (or
performance descriptors) often presented in a rubric.
Thus, CRA is assessment that has standards which are
'referenced' to criteria.
 What is the value of CRA?

Criterion referenced assessment is an important

foundation for engaging students with the learning
process. When done well, it:
• provides a shared language between students,
teachers, and assessors about assessment
• identifies what is valued in a curriculum and
ensures that what is measured by assessment is
the same as the skills, knowledge and
understandings defined by the intended learning
outcomes
• makes explicit to students and assessors what
evidence of achievement is expected at each of the
grade standards (HD, DN, CR, PP, NN)
• enables reliable and valid judgements about
student work which in turn provide:
• comparability between assessors and
streamlined moderation processes
• relevant feedback to students about the quality
of their work, and what is required for
improvement on future assessments
• transparent and defensible marks and grades
• enables evaluation of how well students have
achieved the unit's ILOs, and identification
of teaching, learning, and assessment
practices that may need review
• supports students to develop strong self-
evaluation capacity, providing tools for them
to review, refine, and improve their own
work
CRA means that the assessment process is
transparent for students and the grades they
receive for a unit can be traced to their specific
performance on each of the set tasks.
Criterion-referencing can also enable
reporting of student achievement or progress
on a series of key criteria rather than as a
single grade or percentage.
 What does CRA involve?

1. Rubrics (criteria sheets) that are provided to students when

the assessment task is assigned, and which contain:
1. Specific criteria for each assessment task in a unit (that
enable measurement of ILOs)
2. Meaningful standards descriptors for each assessment
criterion (specific to the task)
2. Moderation of criteria and standards, and active
familiarization of students with them, prior to submission
of the assessment task
3. Use of the rubric when assessing student work, to assign a
grade and provide feedback (and feedforward) to students
4. Review (and modification) of the criteria and standards
descriptors after marking of each assessment task
 Diagnostic Assessment

Diagnostic assessment is a form of pre-

assessment that allows a teacher to determine
students' individual strengths, weaknesses,
knowledge, and skills prior to instruction. It is
primarily used to diagnose student difficulties and to
guide lesson and curriculum planning.
 Benefits of Diagnostic Assessment

• it allows teachers to plan meaningful and efficient

instruction. When a teacher knows exactly what
students know or don't know about a topic, she
can focus lessons on the topics students still need
to learn about rather than what they already
know. This cuts down on student frustration and
boredom.
• it provides information to individualize instruction.
It may show a teacher that a small group of students
needs additional instruction on a particular portion
of a unit or course of study. He can then provide
remediation for those students so that they can fully
engage with new content. Similarly, if a teacher
discovers that a group of students has already
mastered a large portion of a unit of study, he can
design activities that allow that group to go beyond
the standard curriculum for that topic through
independent or small group study.
•  it creates a baseline for assessing future
learning. It shows both the teacher and the
students what is known before instruction has
occurred. Thus, it sets a baseline on a topic. As
the students move through instruction, they can
see what they are or aren't learning, and the
teacher can provide remediation or enrichment
as needed.
 Examples of Diagnostic Tools in
Mathematics
Examples of Common Diagnostic Data Sources
• Error analysis of math progress monitoring data
• Computation Err0r Analysis Practice
• Mathematics Assessment Supplement
• Analysis of student work (e.g., classroom
assignments, work samples, tests)
• Intervention- or curricula-specific diagnostic tools
• Observation and anecdotal notes
• Student or family interviews or checklists math
behaviors