Assessment is the litmus test if a curriculum is the what of teaching and learning models are the how. The curriculum and the learning models are based on assumptions about student learning. In contrast, the assessment is a real eye-opener.
What are the different types of learning assessments that can help you get the most out of the fees you pay at an International school in Bangalore? The next time someone says ‘assessment’ while seeking a class 3 admission, “Which type, and what are we doing with the data?” are possible questions.
Brief descriptions of various learning assessment methods are provided here. The simple explanations give you something to ‘think about’ each to provide you with a better grasp of each type.
6 Different Methods For Quantifying Learning
1. Diagnostic Assessment (as Pre-Assessment)
Prior to instruction, it evaluates a student’s strengths, limitations, knowledge, and skills and serves as a starting point. It is carried out at the beginning–of the school year, the beginning of a unit, the beginning of a lesson, etc.
2. Formative Assessment
It frequently occurs during the instruction process and evaluates a student’s performance. It can be described as a doctor’s ‘check-up’ to provide data to revise instruction.
Digital exit ticket software like Loop makes it simple to determine whether students have mastered the material instantly. Besides encouraging student reflection
3. Summative Assessment
This assessment measures a student’s achievement at the end of instruction. Much like talking to someone about a movie after the movie is over. Also read about the Bangalore international school fees.
If the formative assessment is the check-up, you can think of the summative assessment as the autopsy. What happened? Now that it’s over, what went right and what went wrong?
Summative evaluations can be helpful for teachers to improve units and lessons year after year by measuring student achievement. After all, they reflect the quality of the units, lessons, and students.
4. Norm-Referenced Assessment
It assesses a student’s performance with that of other students (a national group or other “norm”) in terms of their place, group, or “demographic.” As norm-referenced evaluations, many standardized examinations are used.
These evaluations are useful over time for student profiles or, for instance, placement in national-level programs.
5. Criterion-Referenced Assessment
It compares each student’s performance to a target, specified aim, or benchmark to evaluate all pupils. These can be formative assessments and should be integrated throughout the curriculum to guide teaching adjustment over time. Mastery or competency-based learning would use criterion-referenced assessments.
6. Interim/Benchmark Assessment
It evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments. A benchmark assessment is an interim assessment, so it could be helpful to consider them distinct even though they function similarly.
A bar graph or growth chart throughout a year, often against specific ‘benchmarks.’ Benchmark assessments can help communicate essential facts and data to parents, district officials, and others to, among other goals, inform the allotment of resources (time and money) to respond to that data.
Wrapping Up
A practical assessment gives students a sense of what they know and don’t know about a subject. If done well, the feedback provided to students will indicate how to improve their performance. Assessments must match the content, the nature of thinking, and the skills taught in a class.
It gives students structure and motivation to better themselves while ensuring resilience in competition and disappointment. Just as assessment helps students, assessment helps teachers. Frequent assessment allows teachers to see if their teaching has been effective. The assessment also allows teachers to ensure students learn what they need to know to meet the course’s learning objectives.