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Tyve of Assessment

The document discusses different types of assessments used in education including formal and informal assessments, formative and summative assessments, performance-based assessments, traditional assessments, alternative assessments, authentic assessments, holistic assessments, discrete-point assessments, integrative assessments, subjective assessments, objective assessments, diagnostic assessments, norm-referenced tests, and criterion-referenced assessments. Each type is defined in one or two sentences.

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56 views

Tyve of Assessment

The document discusses different types of assessments used in education including formal and informal assessments, formative and summative assessments, performance-based assessments, traditional assessments, alternative assessments, authentic assessments, holistic assessments, discrete-point assessments, integrative assessments, subjective assessments, objective assessments, diagnostic assessments, norm-referenced tests, and criterion-referenced assessments. Each type is defined in one or two sentences.

Uploaded by

Fauka
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Types of Assessment

Sita Devi Agustin (201810560211018)


Yusrika (201810560211019)
Assessment
Taras (2010), assessment is often refered to a
judgement and it is a process that has become of
our lives. Assessment is the process of giving a
score on students’ activity or performance.
The Importance of Self-Assessment

According to Wiesnerova (2012),


self-assessment is beneficial for the
students to be more active and
motivated in the teaching and
learning process.
Informal Assessment

Moersch (2: 2008) points out that,


informal assessments is in which the
teachers follow the development of their
students contantly and often.
Formal Assessment

According to Brown (6: 2004), formal


assessment refers to the procedures that
have been arranged specifically to
increase the skill and knowledge.
Formative Assessment

According to Wiliam (12: 2011),


formative asssessment is often
called on-going or assessment for
learning (AFL).
Summative Assessment

Wiesnerova (12: 2012) points out


that, summative assessment is to
summarize the students performance
or competence.
Performance-Based Assessment

According to Rufina and Nelson (73:


2015), performance-based assessment is
a task assessment which obtains an
original response established by the
student.
Traditional Assessment
Quansah (21: 2018)
“traditional assessment refers
to the conventional methods
of testing which usually
produces written document,
such as quizzes or exams.”
Alternative Assessment

Letina (137: 2015) points out that,


“alternative assessment is becoming more
popular and frequent in educational
discourse. Alternative assessment provides
more comprehensive insight into students’
achievements and gives authentic information
about their knowledge, abilities, skills,
attitudes, and competences which are
developed during the teaching process.”
Alternative Assessment
Authentic Assessment
Authentic assessment is an alternative assessment
that integrates the assessment of traditional
academic content with the knowledge and skills
important to lifelong learning using a variety of
techniques including real world situations.

Holistic Assessment

According to MacQuarie University


(2009) holistic is actually a benefit of
authentic assessment itself. From all the
activities that students have done, teachers
have collection of the results of student
assessments.
Discrete-Point Assessment

According to H. Douglas Brown (2004)


discrete-point are constructed on the
assumption that language can be broken
down into its component parts, they are
the skill of listening, speaking, reading, and
writing and also various units of language
(discrete-points) of brances of language.
Integrative Assessment

According to Darrin (2017)

Integrative language assessing is based


on the unitary trait hypothesis, which
states that language is singularity.

Cloze test involves taking an


authentic reading passage and
removing words from it.
Which words remove depends
on the test creator.
Dictation is simply writing down
what was heard. This also requires
the use of several language skills
simultaneously in a realistic context.
Subjective Assessment
Subjective assessments require students
to construct a response. These types of
assessments include essays, short and
long answer questions, comprehension
question, projects, or demonstrations.
Objective Assessment
Michelle (2010) state that objective
assessments require students to choose
a response. These assessments include
multiple choice, true/false, or matching
questions.
Diagnostic Assessment
Diagnostic assessment is often
undertaken at the beginning of a unit
of study to assess the skills, abilities,
interests, experiences, levels of
achievement or difficulties of an
individual student or a whole class.
Norm-referenced Tests

In norm-referenced tests, each


test-taker’s score is interpreted in
relation to a mean (average score),
median (middle score), standard
deviation (extent of variance in
scores), and/or percentile rank.
Criterion-Referenced Assessment
Criterion-referenced are usually
developed to measure mastery of well-
defined instructional objectives
specific to a particular program. The
typical of criterion-referenced testing
are classroom tests involving the
students in only one class, and
connected to a curriculum.

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