01 02 03 04 05 06 07 08 09 10

Glossary

Cassandra Cleverley
SLIDESMANIA.COM
 01
Table of Contents

02
SECTION CONTENTS

1 FORMATIVE ASSESSMENT

03
2 SUMMATIVE ASSESSMENT

04
3 VALIDITY

THE 4 C’s OF VALIDITY

05
4

5 RELIABILITY

06
6 ERROR

07
7 FAIRNESS

08
8 APPLICATION 1.0

APPLICATION 2.0
09

9
SLIDESMANIA.COM

10 APPLICATION 3.0
10
01 02 03 04 05 06 07 08 09 10
Formative Assessment
1
SLIDESMANIA.COM
 FORMATIVE ASSESSMENT

01
Defined:

02
A collection of formal and informal procedures used to monitor and assess
student learning. Formative assessment is conducted by teachers during the
learning process and helps to foster collaboration with and among students.

03
Formative assessment can be informal or formal. Informal formative
assessment allows for snapshots of learning and informs the educator where
students are on the continuum; this information advises what still needs to be

04
gained. Formal formative assessment allows for the intake of information or
tracking progress in a student's learning. These assessments can be taken in
but not graded.

05
Significance:

Formative assessment helps
students close the gap between
their current knowledge
capabilities and learning goals.
06
In the classroom, formative
assessment should be used to
differentiate teacher instruction, in
order to improve student

It increases student
engagement and allows for
collaboration between students
and teachers, ensuring a
functional and cooperative
learning environment. It
informs teaching practices that
can allow for more diversity in
instruction.
07
understanding.
Serves as a guide as to what is
working and what needs to be
worked on when it comes to lesson 08
implementation and presentation.
Provides student with
individualized feedback that can
09

guide their own learning practices.

Try this! (Highlight strengths and
SLIDESMANIA.COM

Ask students questions about the weaknesses)

content to evoke critical thinking skills.
10
01 02 03 04 05 06 07 08 09 10
Summative Assessment
2
SLIDESMANIA.COM
 01
SUMMATIVE ASSESSMENT

02
Defined:

Summative assessment is the process of collecting and interpreting

evidence for the purpose of summarizing at the end of the learning

03
cycle. Summative assessments occur at the end of a lesson
or unit and most often has a grade attached to it. It is assessment of
learning rather than assessment for learning. This type of
assessment is designed to determine whether or not a learning

04
objective has been met and is associated with ideas of proficiency
and knowledge acquisition.

05
Significance:

Summative assessment can help Teachers can incorporate

teachers determine if students are
making adequate learning progress
and meeting expected learner
outcomes. The results of this
06
summative assessments at the
end of the term or unit as a way
to assess if the student has
reached the desired learning

07
outcome.
assessment can be used to inform
modifications to instructional Provide students with
strategies, lesson designs and opportunities that encourage
teaching materials for the next autonomy and creativity in 08
course unit or lesson. It is learning in summative
assessment design.
important that these assessments
align with the goals and expected Summative assessments at the
outcomes of instruction. end of the learning period helps
09

to determine whether or not a

student is ready to move
Try this! forward.
SLIDESMANIA.COM

Summative assessments should

10

scaffold knowledge acquired.

01 02 03 04 05 06 07 08 09 10
Validity
3
SLIDESMANIA.COM
 01
VALIDITY (THE 4 C’s)

02
Defined:

Validity refers to the degree to which a method of assessment is appropriate

and relevant. When discussing the validity of assessments, we need to look

03
at how the method assesses what it intends and declares to be assessing (yes
this may seem redundant!) Teachers need to pay close attention to the
interpretation and use of results and make decisions about learning, in
response to collected data.

04
05
Significance:

Validity is notable as
educational assessment should
always be guided by a clear
purpose. In order for students
to understand what is being
06
Ensure tests have an equal
distribution of questions for each
unit, for equal assessment of
competence of subject matter.

07
required of them, they must Ensure outcomes, objectives, and
understand and proficiently assessments align and relate.
respond to rubrics of
assessment. In contrast, Use formative assessment to
instruction from teachers eliminate question biases and 08
should highlight which evaluate validity..
outcomes are being assessed
and evaluated. Validity in
assessment is essential in
Try this!
09

ensuring that results are

Validity is like a target, the
replicable, specific and sound.
goal is for your student to hit
the bullseye.
SLIDESMANIA.COM

10
01 02 03 04 05 06 07 08 09 10
The 4 C’s of Validity
4
SLIDESMANIA.COM
 01
THE 4 C’S OF VALIDITY

02
Construct:

Construct validity refers to the degree in which an assessment measures

03
what it is intended to measure. In other words, it is the measurement of
assessment based on how well it addresses the theoretical construct it is
aims to explain.

04
Content:

Content validity is concerned with how effectively the assessment

balances intended learning outcomes from each topic or unit within the

05
curriculum. Furthermore, it looks at assessment as a whole and addresses
if each outcome is weighed equally.

06
Consequential:

Consequential validity refers to how appropriate the intended and

unintended outcomes are in relationship to assessment. Consequential

07
validity focuses on biases and the consequences of the unintended
outcomes present.

08
Concurrent:

Concurrent validity is concerned with the evidence that surrounds

assessment in comparison to another strategy while measuring a set
09

learning outcome. Concurrent validity ensures that the assessment is of

the students understanding, rather than how the understanding was
SLIDESMANIA.COM

demonstrated.
10
01 02 03 04 05 06 07 08 09 10
Reliability
5
SLIDESMANIA.COM
 01
RELIABILITY

02
Defined:

Reliability refers to the extent to which an assessment consistently measures a

03
student’s ability and performance. The main focus of reliability is equilibrium,
and factors in if the student completed the assessment without influences that
are free from error, chance, bias, or cheating.

04
Significance:

05
Reliability is significant in educational Monitor external factors
assessment, in order for strategies and their that may impact reliability
and grading.

06
subsequent results to be useful they must
be reliable. Reliability enhances teacher
Develop rubrics and scoring
understanding of the current levels of guides that outline the
student knowledge and grasp. Educators marking process. Students

07
cannot draw valid conclusions from results should be able to
if students only have one opportunity to understand the language
represent their learning towards a specific and structure provided to
outcome. Reliability and validity must work them.
in tandem in order to create effective 08
assessment strategies. Match assessment
difficulty to the students’
ability levels.
09

Try this!
SLIDESMANIA.COM

Check your headspace before

10

you mark.
01 02 03 04 05 06 07 08 09 10
Error
6
SLIDESMANIA.COM
 01
ERROR

02
Systematic:

Systematic errors occur

03
Poorly worded
unintentionally but are built into
problems that are
assessment. These types of errors higher than a
most often indicate a problem with student’s reading
the construction of the assessment level.

04
and affect every student. Systematic
errors can include grammatical Culturally biased
language.
mistakes, poor directions, or
problematic questions on a test, and

05
often contain
biases.

06
Random:

Random errors occur because of Unplanned

07
unpredictable events. They are interruptions
during tests (fire
influenced by external factors and
alarms).
have uncontrolled influence.
Examples of this can include, Student skipped 08
sickness, lucky guesses, homelife, breakfast.
etc.
09
SLIDESMANIA.COM

10
01 02 03 04 05 06 07 08 09 10
Fairness
7
SLIDESMANIA.COM
 01
FAIRNESS

02
Defined:

Fairness affords students equity in learning practices and strategies. In order for

03
assessment practices to be fair, they must factor in validity and reliability, and
take into account the implications that error can have on results.
Accommodations and differentiations should be used in order to create fair
learning environments that are inclusive of all learning styles and students

04
abilities.

05
Significance:

Equitable learning allows for In the classroom, fair assessment

06
all students, no matter their can be demonstrated by providing
background, a chance to autonomy and choice in
succeed. It increases assignments .
motivation and self efficacy,

and helps to foster a
collaborative classroom
community. By creating
fairness in assessment, we as
educators can foster equity of
educational opportunity.
07
Our aim as educators should be to
carefully plan assessment so that
guidelines are clear and unbiased.
08
Include diverse perspectives when
reviewing assessment tools.
09

Try this!
SLIDESMANIA.COM

Let students choose the style

of presentation for their final
10

project.
01 02 03 04 05 06 07 08 09 10
Application 1.0
8
SLIDESMANIA.COM
 01
APPLICATION 1.0

02
1. Hot seat questioning
In this formative assessment strategy, the teacher asks a student a general question
about the topic, followed up by a series of questions that would show whether they have an
in-depth understanding of the material or not. Other students in the class pay attention to the

03
question-and-answer session because, at any time, the teacher can direct the “hot seat” to
someone different. I would allow the students to use the phone as a friend extension if they
need a few more minutes to process the information and circle back to them when they are
ready; this, however, also serves as a limitation. One of the strengths of this method is
repetition. By continually asking students questions about the same outcome, they can

04
demonstrate whether or not they understand the outcome consistently; by creating this
consistency, results can be deemed reliable. This assessment strategy also allows for an
inclusive range of questions that can be sampled evenly from the curriculum, enforcing
validity. A limitation that can arise is students copying answers said by other classmates when
they feel unsure about a topic; this alters the fairness of the assessment and does not allow

05
students to think critically/ problem solve on their own.

06
2. Exit slips
In this formative assessment strategy, teachers pose questions to the class that
require more extended responses when there is a natural break, that concludes instruction. I
would use this method if it were the last class of the day, as it acts as a natural break from the

07
material and provides a wrap up, while giving teachers feedback on student learning.
Additionally, I would limit exit passes to only occur at the end of a larger topic/ learning
objective. Doing this enables higher thinking questions to be presented, promoting critical
thinking and self-reflection and showing the teacher if students understood. It creates
fairness in the classroom by allowing students to reflect on what they have learnt and 08
express their thoughts and feelings about the information. A limitation to exit passes is that
they are only as good as how they are designed. If the questions asked on the exit slip are not
related to the course material or learner outcomes, the students will not be able to
demonstrate their understanding. Students may also need more time to express themselves
or struggle to illustrate their thinking through writing, limiting how teachers perceive their
09

understanding of a topic. One creative way to combat this issue is posing exit slips as doodle
notes, so students have more ways to express their knowledge.
SLIDESMANIA.COM

10
01 02 03 04 05 06 07 08 09 10
Application 2.0
9
SLIDESMANIA.COM
 01
APPLICATION 2.0

02
3. Plickers
Students have uniquely identified cards associated with their names in this
assessment strategy. When a question or problem is placed on the board, students hold up
their card with the corresponding letter to their answer, which is scanned and saved. This
strategy can be used throughout the lesson to keep students engaged and monitor how

03
they grasp new concepts. Plicker can be an excellent hook for the lesson ahead and help to
sum up big concepts at the end of the period. This enables a fast and practical review of
students' current knowledge acquisition and encourages differentiation based on how
questions are posed. However, this can also pose a limitation when there is a narrow set of
answers. As a result, this method may be best when a clear answer is boldly presented

04
(math) and is free from individual interpretation. In contrast, plickers keeps answers
anonymous and encourages everyone to participate free from judgment.

05
4. Learning Logs
In this strategy, all students have a learning log, where they fill out any main points,
ideas or concerns about the completed lesson. This allows students to explain and reiterate
their learning on their terms and in words that make sense to them in insightful ways. At

06
the end of each lesson, I would give my students two minutes to creatively explore the
main concepts we discussed in their journals. Learning logs can be used as a way to see
how students are connecting and the interests they have concerning the objectives. I can
use what students say in their logs to alter and plan for upcoming lessons. This form of
assessment enables creativity and autonomy in the personal expression of knowledge and

07
encourages participation from every type of student. It is essential to consider that not all
students will express an understanding of the outcomes equally based on the prompts
used in their learning log. Some students may require guided practice or supervision
during this process, which may limit this form of assessment.
08
09

Try this!
Account for bias and see how
you can fix it through your
SLIDESMANIA.COM

assessment practices.
10
01 02 03 04 05 06 07 08 09 10
Application 3.0
10
SLIDESMANIA.COM
 01
APPLICATION 3.0

02
5. Mini whiteboards
In this formative assessment strategy, teachers frame a question, while students
demonstrate their understanding by writing or drawing their responses on a mini whiteboard.

03
Whiteboards can engage an entire class while providing helpful evidence of student learning.
Implementing mini whiteboards in the classroom would be great for math lessons or simple
multiple-choice responses. This strategy would help teachers identify mistakes or errors in
learning and modify their lesson accordingly. A strength of this strategy is that it would

04
increase student engagement while simultaneously checking for current status of knowledge.
Some students may be more inclined to participate as this activity is associated with fun and
creativity. Limitations to this strategy include cost. Not all schools will have the budget for
teachers to implement this in the classroom. However, low-cost alternatives like white card
stock and page projectors could still allow teachers to use this strategy. Another limitation is

05
time. Mini whiteboards require teachers to read every student's answer and keep the lesson
flowing; this could be affected if a student is struggling or needs extra help.

06
07
Some classes may
require whiteboards in
groups so students
treat the activity with 08
respect.
09
SLIDESMANIA.COM

10