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Definition of Assessment
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Define student Assessment
Assessment is a crucial role of an educator it is through assessment that we can measure or identify what learning
has taken place it is important to learning and to develop and grow as a teacher. According to Rust (2002)
assessment can be understood as making a judgment, understanding and detecting the strengths and weaknesses of
students and what they do well and what they do badly, some cases it may also be a way to identify the right and
wrong.
Despite the various definitions of assessment and approaches, we can all agree that it is a process where we collect
and discuss the various content and topics being taught and engaged in to have a deeper understanding of what
learning has taken place.
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Assessment is also a tool teachers use to use the collected data and understandings to provide parents and students
with more detailed feedback and following actions that need to be taken by the students and how the teachers and
parents can support them.
Figure 1:Schoology What Assessment Looks Like in a Blended Learning Environment | PowerSchool
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2. Types of Assessment
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1. Formative Assessment
2. Performance/Portfolio-based Assessments
3. Summative Assessment
Figure 3: thePEbuzz - WordPress.comAssessment – Do we really need it? | thePEbuzz
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Formative Assessment
“The philosophy behind assessment for learning is that assessment and teaching should be integrated into a
whole. The power of such an assessment doesn't come from intricate technology or from using a specific
assessment instrument. It comes from recognizing how much learning is taking place in the common tasks of the
school day – and how much insight into student learning teachers can mine from this material.” McNamee and
Chen 2005, p. 76
This is something that teachers do on a daily basis, formative assessment is a tool that educators use to
understand and document the progress that has been made or not made. Formative assessment is created in a
way that helps us to ensure learning is happening in the class and in turn we can determine and plan our next
steps throughout the learning journey.
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It is important to understand that formative assessment is more about understanding the learning taking place
rather than the grade. Karen Silvestri shares five types of formative assessments namely;
1. Observation
2. Worksheets
3. Pop Quizzes
4. Journals
5. Diagnostic tests
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These are only five and there are so many different ways it can be done and varies based on your milieu,
experience, and personal teaching philosophies. I feel the most commonly used one would be observed this is a
method that teachers use to not disrupt learning and inquiry and we can have a deeper understanding of their
experiences, interactions, questions, and responses.
Figure 3: KNILT
Unit 1: What is Formative Assessment? - KNILT
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Performance/Portfolio based Assessment
“Performance assessment and portfolios are complementary approaches for reviewing student language
development and academic progress. Together they represent authentic assessment, continuous assessment
of student progress, possibilities for integrating assessment with instruction, assessment of learning
processes and higher-order thinking skills, and a collaborative approach to assessment that enables
teachers and students to interact in the teaching/learning process. One of the advantages of using
performance and portfolio assessment with language minority students is that the assessment can be
conducted in the students' native language” (O'Malley & Pierce, 1991).
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Summative Assessment
“The definition of summative assessment is any method of evaluation performed at the end of a unit that
allows a teacher to measure a student's understanding, typically against standardized criteria. The purpose of
summative assessment is to gauge students' comprehension of the material presented at the end of a particular
unit of work, and is often measured with a grade or percentage, depending on the subject.” (Lawrence B.M,
2020)
Summative assessment usually takes place at the end of the learning process so this could be the end of a
topic/unit/theme and the purpose is to evaluate the student's understanding of the content that has been covered
over a period of time, the summative assessment also usually is given a grade that is shared with students and
parents as to understand the learning that has taken place.
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Summative assessments do have a place in learning as they can provide the school, teachers, students,s and
parents with clear data and an understanding, however, it isn’t always a reliable measurement of students
understanding of content learned or covered as many factors could change the results and outcomes.
The Promethean Blog shares a few examples of Summative assessments namely;
End-of-term or midterm exams
Cumulative work over an extended period such as a final project or creative portfolio
End-of-unit or chapter tests
Standardized tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs, and
A-Levels
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3. Effect on Classroom Environment
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Formative Assessment
•It assists the bonding between the students and their cohort (Dibbs, Rios, and Christopher, 2017).
•It also improves the communication with the instructor (Dibbs, Rios, and Christopher, 2017).
•The reason is that there are many engagements between students and the instructor, and among
the students leading to stronger social bonds.
•When the social bonds among the classmates become stronger, students will feel more
welcoming in the class.
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Performance Based Assessment
•Assessment allows the students to describe their understanding inflexible way. Hence, students
are motivated to participate in the assessment as they know what they are doing (What is
Performance-Based Assessment? n.d.).
•This form of assessment encourages students to take ownership of their own work and this
promotes their self esteems and motivation (What is Performance-Based Assessment? n.d.).
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Summative Assessment
•Graded summative assessment can cause class teachers to focus more on students who prefer
learning and disadvantage to weaker students (A systematic review of the impact of summative
assessment and tests on students' motivation for learning. Summary, n.d.)
•Since students are aware of the importance of the grading system in summative assessment, they
are more focused and motivated in the class (A systematic review of the impact of summative
assessment and tests on students' motivation for learning. Summary, n.d.)
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4. Comparison of the approaches
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Area/ Focus of Assessment
● Formative Assessment is used to evaluate the progress of students learning (Zook, 2017)
● Performance-Based Assessment is used to evaluate whether students can apply the knowledge in
relevant content (Performance-Based Assessment: How to Implement It in the Classroom,
2020)
● Summative Assessment is used to evaluate how well students learned the lesson as a whole
(Zook, 2017)
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When these assessments are used
● Formative Assessment is used during the learning process (Renard, 2017)
● Performance-Based Assessment can be used at any time. i.e. during the lesson or after the course
(What is Performance-Based Assessment? n.d.).
● Summative Assessment is used after the course completion (Renard, 2017)
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Student Engagement in Different Assessment
● In Formative Assessment, many engaging activities like quizzes and games are used (Zook,
2017). High engagement
● In Performance-Based, students are required to apply knowledge learned to real life, allowing
students to initiate more involvement (What is Performance-Based Assessment? n.d.). High
engagement
● In Summative Assessment, the answers are mostly fixed and students are supposed to give the
correct answers based on the knowledge they have learned (Zook, 2017). Low engagement–
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•Formative Assessment
•It assists the bonding between the students and their cohort (Dibbs, Rios, and Christopher, 2017).
•It also improves the communication with the instructor (Dibbs, Rios, and Christopher, 2017).
•The reason is that there are many engagements between students and the instructor, and among the
students leading to stronger social bonds.
•When the social bonds among the classmates become stronger, students will feel more welcoming in
the class.
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5. New Teacher best practices
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● “Ensure the assessment instructions and feedback are clear and student-oriented.
● Instructions should be understandable to and directed at the students. Feedback needs
to be aligned to the assessed learning objective, informing the students of the extent to
which they achieved it and how to improve. In giving feedback, consider showing
practical examples of how a ‘good’ answer could be presented, or pointing students to
resources that help them better understand the assessment requirements.” (Center for
Innovation in Teaching & Learning, 2020)
● When planning your Unit think about the end goal you have in mind and then use the
backward planning approach.
● You don't only have to stick to one approach, every student is unique and thus they
will each have a different way of learning and assessing.
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6. Examples of Assessment
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7. Methods of best practice and
educational merit
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8. Teachers Self Assessment
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Teachers play a vital position in shaping the minds of youngsters and in flip the exceptional of education.
Teachers are predicted to illustrate know-how of difficulty matter; set up a high-quality courting with creation
powerful gaining knowledge of surroundings to make sure enriching experiences; behavior students’
evaluation; paintings intently with colleagues and the community; and show off expert dedication and
accountability. NCERT has evolved Learning Outcomes for standard lessons in numerous topics and Learning
Outcomes for secondary lessons are being finalized. To assist the lecturers to recognize and reap the gaining
knowledge of consequences as in step with curricular expectations, a few suggestive pedagogical methods also
are supplied withinside the report of Learning Outcomrecommendation-devices device recommendation
devices device for assessing the trainer’s overall performance on the standard degree referred self-evaluation
.of instructors
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The Cluster Resource Centre /Block Resource Centre or different supervisor bodies of workers
also can use PINDICS for assessing the overall performance of instructors, helping them thru
suitable trainer programs, and making the lecturers responsible for their responsibilities. In
continuation with PINDICS, NCERT has attempted to broaden Recommunication alongside a
device for assessing the trainer’s overall performance as much as senior secondary degree and
we're satisfied to offer this report titled ‘Teacher’s Self Assessment Rubrics’ (TSAR) to instructors
.and different stakeholders, self-evaluation and similarly expert improvement activities
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Structure of TSAR
•Performance Standards (PS)
•Performance standards are areas in which teachers perform their tasks and responsibilities. They refer to
statements describing what is expected of a teacher’s knowledge and performance in his/her day-to-day teaching
and other related activities inside and outside the classroom. The following performance standards have been
identified: Performance StandardDesigning Learning Experiences:
•The teacher designs the classroom activities, appropriate pedagogical strategies, resources, learning outcomes,
assessment procedures to meet the needs of all students.
•Performance Standard 2: Knowledge and Understanding of Subject Matter:
•The teacher demonstrates an understanding of the curriculum, subject content, and developmental needs of
students by providing relevant learning experiences.
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•Performance Standard 3: Strategies for Facilitating Learning:
positive classroom environment, self-assessment, teachers
If a positive classroom environment has been described as a setting in which, when one enters,
one feels positive emotions and wants to remain there, what things can define this setting, and
how can these be evaluated? Long-term studies on classroom environments have shown that
students’ motivation in school is an important variable in their participation and success (Fraser &
Fisher, 1982; Jennings & Greenberg, 2009; McRobbie & Fraser, 1993; Reyes et al., 2012; Ryan &
Patrick, 2001; Walberg & Anderson, 1968; Wang & Degol, 2016). In studies examining both
classroom climate and classroom atmosphere, researchers have expressed various ways of
conceptualizing the characteristics of classroom environments regarding student participation
(Patrick et al., 2007). Research has shown that when teachers think that they are creating
classroom environments allowing students to participate and maximize their learning, self-
efficacy and self-confidence increase (Pickett & Fraser, 2010).
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9. Conclusion
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10. References
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■ •A systematic review of the impact of summative assessment and tests on students' motivation for learning. Summary. (n.d).
EPPI Center. https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=107
■ Center for Innovation in Teaching & Learning. (2020, May 20). Teaching Tips Articles. CITL | Illinois.
https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-across-modalities/teaching-tips-articles/teaching-tips/
2020/05/20/resources-and-best-practices-in-assessing-student-learning
■ Deyamport, W., III. (2020, October 26). What Assessment Looks Like in a Blended Learning Environment. Schoology.
https://www.schoology.com/blog/what-assessment-looks-blended-learning-environment
■ •Dibbs, R. A., Rios, D., & Christopher, B. (2017). Formative Assessment and its Influence on Classroom Community in
Biocalculus. The Qualitative Report, 22(6), 1710-1726.
■ Formative Assessment. (n.d.). Academically and Intellectually Gifted Handbook for Teachers.
http://macsaigteacher.weebly.com/formative-assessment.html
■ Fisher M. R. Jr. (n. d). Student Assessment in teaching and learning. Retrieved from
https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/
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■ Lawrence, B. M. (2020, June 30). What Is the Purpose of Classroom Assessments? Classroom.Synonym.
https://classroom.synonym.com/purpose-classroom-assessments-7651703.html
■ O'Malley, J.M., & Pierce, L.V. (1991). A survey of state assessment practices affecting language minority students.
Arlington, VA: Georgetown University Evaluation Assistance Center (EAC)-East.
■ M. (2014, October 19). Assessment – Do we really need it? thePEbuzz.
https://thepebuzz.wordpress.com/2014/10/15/assessment-do-we-really-need-it/
■ Performance-Based Assessment: How to Implement It in the Classroom. (November 6, 2020). TOP HAT.
https://tophat.com/blog/performance-assessment/
■ Renard, L. (April 14, 2017). The differences between formative and summative assessment – Infographic. BookWidgets
Interactive Learning.
https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic
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■ Unit 1: What is Formative Assessment? - KNILT. (n.d.).
Https://Knilt.Arcc.Albany.Edu/Unit_1:_What_is_Formative_Assessment%3F.
https://knilt.arcc.albany.edu/Unit_1:_What_is_Formative_Assessment%3F
■ What is performance-based assessment? (n.d.). Twinkl.
https://www.twinkl.com.sg/teaching-wiki/performance-based-assessment
■ Zook. C. (December 14, 2017). Formative vs. Summative Assessments: What's the Difference? Applied Education System.
https://www.aeseducation.com/blog/formative-vs.-summative-assessments-what-do-they-mean
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