Types of Assessments
Assessment: A process used by teachers before, during, and after instruction to provide feedback and to determine if the teacher needs to adjust the curriculum to improve student success, if the students are challenged enough, and if each student is on the appropriate instruction level.
Diagnostic: An assessment done prior to instruction to determine the strengths and weaknesses of each student, as well as their knowledge and skill level. Once these determinations are made, the teacher can modify the students’ curriculum to meet his/her needs.
Examples: GRADE, DRA (Developmental Reading Assessment)
Utilize: A diagnostic test helps identify learning problems a student might have, and the teacher uses this information to determine what skills the students’ need to work on. The information derived from the test can allow the teacher to determine a curriculum that is appropriate for the student. A diagnostic test gives a starting point for the teacher to build an appropriate curriculum for the student.
Benchmark: An assessment designed to provide feedback to the teacher and students about how the student is progressing towards understanding grade level standards. This assessment measures the degree to which the student has mastered the concept presented, measures the skills and application of the student, and serves as a basis to which the teacher wants to teach.
Examples: DIBELS, 4Sight
Utilize: A benchmark would be used to show teachers and students progression of achievement in students’ work. This would be used to show students and parents how a modification in the curriculum can increase the learning of a child and show the steps of progression to academic success.
Formative: An assessment used by teachers during instruction that provides instant feedback to students, and allows the teacher to adjust the ongoing teaching and learning to improve the students’ achievement. The teacher collects evidence during instruction and integrates the assessment into learning and modifies instruction to meet students’ needs. The students must be actively involved in their learning to monitor their goals with the teacher and understand that learning is an ongoing process.
Examples: Observations, Exit/Admit Slips, Graphic Organizers
Utilize: A formative assessment is embedded within the lesson. It can be done through discussion, observation, or even a game. The teacher can document the students who are struggling and modify the teaching while still presenting the lesson to the entire class. The modifications can enhance learning for all students.
Summative: An assessment that helps the teacher make an overall determination of progress of a students at a defined period of time, usually at the end of a chapter or unit in a text. They are high stakes assessments and are designed to provide data on the student’s ability. The results of this assessment are of interest to parents, faculty, administration, and the public as part of the accountability system.
Examples: Midterms, Finals, Portfolios
Utilize: A summative assessment can provide the teacher, parents, administration, and the public accountability for the education of the students in the district. The teacher can take this information and determine if the students are retaining the information by the scores from their assessments. If the students’ scores are low, the teacher knows the information was not retained and the lesson needs to be retaught differently.
Diagnostic: An assessment done prior to instruction to determine the strengths and weaknesses of each student, as well as their knowledge and skill level. Once these determinations are made, the teacher can modify the students’ curriculum to meet his/her needs.
Examples: GRADE, DRA (Developmental Reading Assessment)
Utilize: A diagnostic test helps identify learning problems a student might have, and the teacher uses this information to determine what skills the students’ need to work on. The information derived from the test can allow the teacher to determine a curriculum that is appropriate for the student. A diagnostic test gives a starting point for the teacher to build an appropriate curriculum for the student.
Benchmark: An assessment designed to provide feedback to the teacher and students about how the student is progressing towards understanding grade level standards. This assessment measures the degree to which the student has mastered the concept presented, measures the skills and application of the student, and serves as a basis to which the teacher wants to teach.
Examples: DIBELS, 4Sight
Utilize: A benchmark would be used to show teachers and students progression of achievement in students’ work. This would be used to show students and parents how a modification in the curriculum can increase the learning of a child and show the steps of progression to academic success.
Formative: An assessment used by teachers during instruction that provides instant feedback to students, and allows the teacher to adjust the ongoing teaching and learning to improve the students’ achievement. The teacher collects evidence during instruction and integrates the assessment into learning and modifies instruction to meet students’ needs. The students must be actively involved in their learning to monitor their goals with the teacher and understand that learning is an ongoing process.
Examples: Observations, Exit/Admit Slips, Graphic Organizers
Utilize: A formative assessment is embedded within the lesson. It can be done through discussion, observation, or even a game. The teacher can document the students who are struggling and modify the teaching while still presenting the lesson to the entire class. The modifications can enhance learning for all students.
Summative: An assessment that helps the teacher make an overall determination of progress of a students at a defined period of time, usually at the end of a chapter or unit in a text. They are high stakes assessments and are designed to provide data on the student’s ability. The results of this assessment are of interest to parents, faculty, administration, and the public as part of the accountability system.
Examples: Midterms, Finals, Portfolios
Utilize: A summative assessment can provide the teacher, parents, administration, and the public accountability for the education of the students in the district. The teacher can take this information and determine if the students are retaining the information by the scores from their assessments. If the students’ scores are low, the teacher knows the information was not retained and the lesson needs to be retaught differently.
Changing Instruction for Concept Mastery
Quantity: Adapt the number of items the student is expected to learn or modify the number of activities the student will be required to complete for mastery prior to assessment.
Input: Adapt the way the curriculum is delivered to the student, such as visual aids, enlarged text, and hands-on activities.
Participation: Adapt the extent to which the student is actively involved in the task or lesson. Examples would be have the student hold a globe during the geography lesson while the other students point out locations.
Time: Increase time to allow completion of tasks or tests; this will allow students to learn to self- pace.
Difficulty: Adapt the skill level and problem types for the students. Changes as to how the student approaches the work such as using calculators or simplifying task directions.
Alternate Goals: Adapt the goals or the outcome of expectations while using the same materials for all students. An example for this would be have the students identify the color of the states on a map while the other students locate the state and name the state capital.
Level of Support: Increase personal assistance to keep the student on task for specific skills. Using the peer buddy system, teaching assistants, or peer tutoring will help the students.
Output: Adaption of how the student can respond to questions or instruction. Allowing students to use verbal responses instead of writing the answers.
Functional Curriculum: Provides different instruction and materials to meet the student’s individual goals and skills. This is often used for students with moderate to severe disabilities.
Input: Adapt the way the curriculum is delivered to the student, such as visual aids, enlarged text, and hands-on activities.
Participation: Adapt the extent to which the student is actively involved in the task or lesson. Examples would be have the student hold a globe during the geography lesson while the other students point out locations.
Time: Increase time to allow completion of tasks or tests; this will allow students to learn to self- pace.
Difficulty: Adapt the skill level and problem types for the students. Changes as to how the student approaches the work such as using calculators or simplifying task directions.
Alternate Goals: Adapt the goals or the outcome of expectations while using the same materials for all students. An example for this would be have the students identify the color of the states on a map while the other students locate the state and name the state capital.
Level of Support: Increase personal assistance to keep the student on task for specific skills. Using the peer buddy system, teaching assistants, or peer tutoring will help the students.
Output: Adaption of how the student can respond to questions or instruction. Allowing students to use verbal responses instead of writing the answers.
Functional Curriculum: Provides different instruction and materials to meet the student’s individual goals and skills. This is often used for students with moderate to severe disabilities.
Samples of Benchmark, Diagnostic, Formative, and Summative Assessments
Benchmark: Brigance
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Diagnostic: FTCE Elementary Education K-6
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Formative: Exit Slips
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Summative: Science Project
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Citations:
AdLit. (n.d.). AdLit.org. Retrieved from http://www.adlit.org/pdfs/strategy-library/exitslips.pdf
Andreasen, J. B., Spalding, L.-A, & Ortiz, E. (2010). CliffsNotes FTCE: Elementary Education K-6.
Blascoe, F. P., & Curriculum Associates, Inc. (2010). Brigance early childhood screen II: K & 1. North Billerica, MA: Curriculum Associates, Inc.
Phycotech.Retrieved from http://www.phycotech.com/Science_Project_Guidelines_and_Resources_Packet_121008.pdf
Shankland, R. (2012, May 16). Lit Photo - Assessment Banner 2. Retrieved from http://web.wmisd.org/ge/lt/Lit%20Photo/Forms/DispForm.aspx?ID=36
AdLit. (n.d.). AdLit.org. Retrieved from http://www.adlit.org/pdfs/strategy-library/exitslips.pdf
Andreasen, J. B., Spalding, L.-A, & Ortiz, E. (2010). CliffsNotes FTCE: Elementary Education K-6.
Blascoe, F. P., & Curriculum Associates, Inc. (2010). Brigance early childhood screen II: K & 1. North Billerica, MA: Curriculum Associates, Inc.
Phycotech.Retrieved from http://www.phycotech.com/Science_Project_Guidelines_and_Resources_Packet_121008.pdf
Shankland, R. (2012, May 16). Lit Photo - Assessment Banner 2. Retrieved from http://web.wmisd.org/ge/lt/Lit%20Photo/Forms/DispForm.aspx?ID=36