{"panels":[{"content":{"params":{"text":"

Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner\u2019s current knowledge base or current views on a topic\/issue to be studied in the course. The goal is to get a snapshot of where students currently stand - intellectually, emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use. <\/span><\/p>\n\n

They are often used pre- and post-instruction, where students are given identical pre- and post-tests before and after the course. This method allows instructors and students to chart their learning progress by comparing pre- and post-tests results. Some disciplines, such as physics, have developed a set of diagnostic tests such as Force Concept Inventory that can be used by instructors. <\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"3eed50fa-33a8-442d-8ced-1f61a77ba15d","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"What is a Diagnostic Assessment?"},{"content":{"params":{"text":"

Formative assessments are more informal than summative assessments, and are like checkpoints, or snapshots, in the process of learning and development. They are typically weighed at a low grade percentage and are considered \u201clow stakes\u201d to be used by students to identify their gaps in knowledge and\/or skills. Formative assessments, therefore, can be used by students as one way to support their learning. Instead of evaluating the student\u2019s learning based on accuracy or performance within a certain time period, faculty use formative assessments to provide an indication of the students\u2019 progress towards achieving the learning outcomes and provides guidance and feedback for improving learning. Additionally, they may be used to change instructional strategies and inform \u201cjust in time\u201d teaching. <\/span><\/p>\n\n

Examples of formative assessments may be practice tests or quizzes in which students practice retrieving new information and\/or applying the skills that they\u2019ve learned. This retrieval practice has been demonstrated repeatedly to support learning and retention in the literature (Brown, Roediger, & McDaniel, 2014). <\/span><\/p>\n\n

Another example of formative assessments are low-stakes peer review activities that encourage students to assess and comment on their peers\u2019 work. This activity can support the development of objectivity of the assessment criteria in students that can be transferred to their own work (Liu & Carless, 2006). <\/span><\/p>\n\n

It is important to ensure that your formative assessments scaffold learning to support knowledge and skill attainment measured by your summative assessments. <\/span><\/p>\n\n

Formative assessments are opportunities for students to receive descriptive feedback on their work in order to make revisions, , focus their attention on further development of specific knowledge or skills, and understand what to do in order to improve and take the next steps towards mastery. Descriptive feedback guides students in\u202fhow\u202fthey can self-assess and improve their work. Writing non-descriptive feedback such as \u201cgood job\u201d or \u201cneeds improvement\u201d on an assignment does not guide students in the process of revision and deepening their learning. <\/span><\/p>\n\n

Benefits of Using Formative Feedback <\/strong>
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\nFor Instructors: <\/span><\/p>\n\n

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Makes learning barriers visible to the instructor. <\/span><\/p>\n\t<\/li>\n\t
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Provides evidence of students current level of performance. <\/span><\/p>\n\t<\/li>\n\t
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Allows the instructor to adjust their level of instruction to fit with the students\u2019 current level of learning. <\/span><\/p>\n\t<\/li>\n<\/ul>\n\n
For Students (based on Nicol and McFarlane-Dick, 2006): <\/span><\/p>\n\n
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Provides students with the tools to take control of their own learning, i.e., become self-regulated learners. <\/span><\/p>\n\t<\/li>\n\t
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Enables students to be actively involved in monitoring and regulating their own performance. <\/span><\/p>\n\t<\/li>\n\t
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Can reduce uncertainty about their performance and can help correct misconceptions or inappropriate task strategies. <\/span><\/p>\n\t<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"5b39fb35-8a7b-4415-ac49-2982e93a4d65","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"What is a Formative Assessment?"},{"content":{"params":{"text":"
A summative assessment is an opportunity for students to show what they have learned or mastered. Common examples are a unit or culminating project or a final exam or presentation. If a formative assessment is effectively used, students should feel confident completing the summative assessment as they will have received feedback on how to improve or extend their knowledge and skills in preparation for their final assessment of learning. <\/span><\/p>\n\n
Summative assessments evaluate the extent to which students can demonstrate the key information and\/or skills related to the course learning outcomes, and are indications of students\u2019 learning at a given point in time. Examples of summative assessments include mid-term or final exams, or bigger projects that faculty use to assess the level of student learning. Summative assessments should be used frequently and also should be supplemented by formative assessments that support student learning. <\/span><\/p>\n\n
Remember the goal is to embed formative assessment opportunities into your lesson that will scaffold your students\u2019 learning, and enable progressive achievement of the learning outcomes as measured by a summative assessment. <\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","subContentId":"dc31399d-8421-48a1-b27c-d470821097e8","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"title":"What is a Summative Assessment?"}],"hTag":"h2"}

Types of Assessments

Description

Jason Brodie