Classroom Assessment (EDU405)

Bc210407969

Assignment: 1

Question 1

Answer

Formative assessment
Formative assessment is a method of assessing pupils' understanding as they study.
It's a method of continuous assessment that entails creating a series of quick-fire
questions and exercises to assist you track the learner's progress throughout the
course. Formative assessment is a method of assessing pupils' understanding as
they study. It's a method of continuous assessment that entails creating a series of
quick-fire questions and exercises to assist you track the learner's progress
throughout the course.

Example

Impromptu Quiz

You might offer students to take an impromptu exam after a class to see how well
they comprehended the content. Using Form plus, you can easily create a brief
online quiz with pertinent closed-ended questions.

Summative assessment
Summative assessment is a sort of course evaluation that takes place at the
conclusion of a training or program. It is the process of evaluating a student's
knowledge, competency, and performance by comparing what they already know
to what they should know.
 Example
End-of-term or midterm exams.
Work done over a long period of time, such as a final project or a creative
portfolio. Tests at the end of each unit or chapter. Pupil admissions are based on
standardized examinations that indicate school accountability, such as the SATs,
GCSEs, and A-Levels.

Discuss about assessment

Assessments assist us in addressing important concerns regarding student learning.
However, in order for assessment data to be useful in making judgments, we must
employ an assessment instrument that is suited for the task at hand. The first step
in properly using assessment data to help students is to understand the different
types of examinations.
For example, progress monitoring evaluations are designed to quantify minor gains
in progress and are particularly sensitive to growth. Other forms of tests aren't built
to monitor modest changes in growth; employing an interim exam weekly or
biweekly will not assist instructors track student progress effectively and may
result in confused or misleading findings.
It's simple to utilize an assessment for a mismatched purpose if you don't have a
good grasp of assessment kinds and purposes.
Assessment is a tool that allows both the teacher and the student to track progress
toward learning objectives and can be done in a variety of ways. Formative
assessment refers to techniques that help students uncover misconceptions,
challenges, and learning gaps along the way, as well as how to address such gaps.
It has powerful tools for assisting in the shaping of learning, and it may even help
student’s take ownership of their learning when they realize that the purpose is to
increase learning rather than provide final grades (Trumbull and Lash, 2013).
Through writing, tests, conversation, and other means, students can analyses
themselves, classmates, or even the teacher. In short, formative assessment occurs
throughout a class or course, and seeks to improve student achievement of learning
objectives through approaches that can support specific
Question 2
Answer
Norm-referenced assessment
Norm-referenced assessment refers to an assessment that ranks students on a “bell
curve” to determine the highest and lowest performing students. This method is
used to understand how students' scores compare to a predefined population with
similar experience.

Example
Examples of norm-referenced tests include the SAT, IQ tests, and tests that are
graded on a curve. Anytime a test offers a percentile rank, it is a norm-referenced
test. If you score at the 80th percentile that means that you scored better than 80%
of people in your group.

Criterion referenced assessment

Criterion-referenced assessment (CRA) is the practice of assessing (and grading)
students' learning based on a set of pre-determined attributes or criteria, without
regard for other students' achievements.

Example
Criterion-referenced assessment examples include driving test, end-of-unit exams
in school, clinical skill competency tools, etc.

Explain
To comprehend what occurred, we must first comprehend the distinction
between criterion-referenced and norm-referenced assessments.
The first thing to realism is that even an expert in assessment couldn't determine
the difference between a criterion-referenced test and a norm-referenced test
simply by looking at them. The distinction is really in the scores, and certain
exams can yield both criterion- and norm-referenced findings.

How to interpret criterion-referenced tests

Criterion-referenced exams evaluate a person's knowledge or abilities to a set of
standards, learning goals, performance levels, or other criteria. Criterion-
referenced assessments evaluate each person's performance to the standard
without taking into account how other students do on the test. "Cut scores" are
frequently used in criterion-referenced assessments to classify pupils into groups
such as "basic," "proficient," and "advanced.".”

How to interpret criterion-referenced tests

Criterion-referenced exams evaluate a person's knowledge or abilities to a set of
standards, learning goals, performance levels, or other criteria. Criterion-
referenced assessments evaluate each person's performance to the standard
without taking into account how other students do on the test. "Cut scores" are
frequently used in criterion-referenced assessments to classify pupils into groups
such as "basic," "proficient," and "advanced."
Consider the signs that say "You must be this tall to ride this ride!" with an arrow
pointing to a certain line on a height chart if you've ever gone to a carnival or
amusement park. The criteria is the line shown by the arrow, which the ride
operator compares each person's height to before permitting them to board the
ride.

It's worth noting that it doesn’t Regardless of how long the queue is or how tall or
short the people in front of you are, whether or not you are permitted to ride is
purely determined by your height. You can't ride if the top of your head doesn't
exceed the line on the height chart, even if you're the tallest person in line.
Criterion-referenced assessments work similarly: An individual’s score, and how
that score is categorized, is not affected by the performance of other students. In
the charts below, you can see the student’s score and performance category
(“below proficient”) do not change, regardless of whether they are a top-
performing student, in the middle, or a low-performing student
.

How to interpret norm-referenced tests

Norm-referenced measurements compare an individual's knowledge or abilities
to the norm group's knowledge or skills. The norm group's composition is
determined by the evaluation. The norm group for student assessments is
frequently a nationally representative sample of thousands of pupils in the same
grade (and sometimes, at the same point in the school year). Age, English
Language Learner (ELL) status, socioeconomic level, race/ethnicity, and a variety
of other factors might further restrict norm groupings ..

Comparing criterion-referenced and norm-referenced scores

Some examinations produce outcomes that are both criterion-referenced and

norm-referenced, which can be confusing. You could have a student who has a
high percentile rank but does not fulfil the proficiency condition, for example. Is
that student doing well because they surpass their peers, or is he or she doing
poorly because they haven't mastered the material?