what is assessment?
Assessment is a a method used to collect data that reflects student knowledge and skills. In education, assessment is an integral and continuous part of the learning process. Because it is an intricate part of learning, assessment takes many forms. The two main types of assessment are formative and summative.
Formative assessment, also known as assessment for learning, is a range of formal and informal assessment procedures used by the teacher during the learning process in order to modify instruction. This form of assessment typically involves qualitative feedback for both the student and the teacher that focuses on the students’ progress in attainment of knowledge. This can take many forms, such as verbal questioning, a pop-quiz, or ticket out the door.
Summative assessment, also known as assessment of learning, is the formal assessment at the end of a period of time that evaluates the students achievement of particular learning objectives in a qualitative way. This type of assessment can be used formatively, if the results show areas that need remediation, however this type of assessment usually marks the end of a unit. This type of assessment provides the learner with feedback on what they were able to master and the teacher with data of what students learned.
Formative assessment, also known as assessment for learning, is a range of formal and informal assessment procedures used by the teacher during the learning process in order to modify instruction. This form of assessment typically involves qualitative feedback for both the student and the teacher that focuses on the students’ progress in attainment of knowledge. This can take many forms, such as verbal questioning, a pop-quiz, or ticket out the door.
Summative assessment, also known as assessment of learning, is the formal assessment at the end of a period of time that evaluates the students achievement of particular learning objectives in a qualitative way. This type of assessment can be used formatively, if the results show areas that need remediation, however this type of assessment usually marks the end of a unit. This type of assessment provides the learner with feedback on what they were able to master and the teacher with data of what students learned.
assessment beliefs
When it comes to assessment, if I am honest with myself, I have mixed feelings, especially since I am still primarily a student and not yet a teacher. I recognize the importance of assessment and know it is a vital educational tool when it used properly. At the same time, I have grown up in an educational system where the assessments I have taken are not always the best measurement of the learning that has taken place. To add to that train of thought, when I think of assessment, my mind immediately thinks of summative assessments, suchas a unit test. From the perspective of a student, I know all too well the feeling of anxiety and stress that can come with an upcoming test; especially when that test does not have clearly outlined objectives to be met. I also know the positive feeling that comes at the end of a test that had clear objectives, and the sense of accomplishment that can be felt after finishing that kind of assessment. Because of this, my assessments will be structured based on the state's standards/objectives and presented to the students using student friendly language.
In my classroom, I will…
o Learn where students are struggling and where they feel confident
o Modify the lesson in order to meet student needs
o Assess student knowledge and process
o Gauge classroom knowledge as a whole group
o Identify concepts that need to be re-taught and communicated to students and parents.
In my classroom, I will not…
In my classroom, I will…
- Align test questions to clear objectives that have been communicated to students.
- Make students aware of assessments well ahead of time
- Create and distribute study guides that match objectives so that students may prepare for the assessment. This will ensure clear alignment between the objectives, instruction and assessment.
- Incorporate formative assessments in order to…
o Learn where students are struggling and where they feel confident
o Modify the lesson in order to meet student needs
o Assess student knowledge and process
- Incorporate summative assessments in order to…
o Gauge classroom knowledge as a whole group
o Identify concepts that need to be re-taught and communicated to students and parents.
- Incorporate interim and formative assessments on a daily basis in order to check for student understanding, teacher effectives and ensure the use of a balanced assessment system.
- Approach assessments as an opportunity for students to share their knowledge and work through their struggles.
In my classroom, I will not…
- Only use summative assessment to gauge student knowledge
- Create test questions designed to trick students or questions that do not match objectives
- Spring tests on students when they are not expecting it
- Only use assessments to assign a grade
- Only use paper and pencil assessments without change
- Test students on concepts that we have not learned recently
- Expect students to perform beyond objectives without making them aware of it
- Give students only one opportunity to take a test without a plan for correcting mistakes
