Post Two: Forms of Assessments

Paper-pencil vs. Performance Assessment:

Paper-pencil assessment: In this form, I would give students homework, a test, or a task that involves a written response to some type of question. For example, if we are working on word problems in a lesson, I would have the children work out practice problems afterwards or for homework. By having the children show their work, I may be able to better assess if the children understand how to solve word problems, or see where the students are having difficulties and need more instruction.

Performance assessment: With middle school or high school students in a literacy class, I would invite them to create a script to be acted out, corresponding to a book read for class. With this task, the students will demonstrate their perceptions of the book within their scripts; they may also be more focused while reading the book, paying attention to aspects they want to incorporate into their drama scenes. Further, this form of assessment may be more engaging to students, rather than a book report or quiz.


Standardized Test vs. Teacher-developed Assessment: 

Standardized test: Some examples of standardized tests that are used within many different classrooms and schools include the TCAP, ACT, SAT, GRE, etc. These types of tests are used to assess a student's level of achievement, in general terms. Standardized tests can be useful to teachers, as they provide insight as to whether or not children are meeting state standards and objectives.

Teacher-developed assessment: With a toddler classroom I taught in, I created a classroom checklist to gauge children's learning of a specific objective; for example, classifying objects. This form of assessment was both practical and beneficial for my lesson planning. By keeping the checklist readily available, I am always able to take note if I observe a child demonstrating knowledge or a specific skill. Further with a checklist, I am able to see where children demonstrate achievement or need more guidance and practice; by having this knowledge, I can plan further lessons based upon the needs of the children.

Criterion-referenced vs. Norm-referenced Assessment: 

Criterion-referenced assessment: After a math unit on long-division with third graders, I could have the students complete a test on long-divison problems. On the test, I would include problems with different levels of difficulty. By seeing how many questions the children correctly worked out and the level of difficulty they were able to solve, I can gauge if they have mastered the skill of long-division or if I need to provide further instruction and more experiences with this math topic.

Norm-referenced assessment: In an elementary school, each of the fourth grade teachers could give their students the same weekly spelling test. Each teacher can then compare the results of his or her students with those in the other classrooms. This form of assessment demonstrates how one student's performance (spelling ability) stacks up against another.

Traditional vs. Authentic Assessment: 

Traditional assessment: In a classroom with older toddlers, I assessed whether or not they were able to sort objects into separate categories, such as rocks, sticks, leaves, etc. In this assessment, I could determine if the child could sort objects or not, based upon how he or she grouped the materials. For example, if the child grouped rocks with leaves,  it would be determined that he or she has not yet mastered the skill of sorting and needs more experience and practice.

Authentic Assessment: With this form of assessment, I would work alongside children to help them create a portfolio of their work to share with peers, teachers, and families at the end of a semester or school year. In the portfolio, children collect artifacts, including samples of their writing, journal entries, tests, drawings, recordings of presentations, and photographs. By using a portfolio as a means of assessment, I am able to have meaningful conversations with children about their work, progress, and development, as well as am able to see the children's accomplishments over time, Further, as children create their portfolios, they may reflect on the work they have completed as they choose what to include.

Informal vs. Formal Assessment: 

Informal assessment: In a classroom, this form of assessment will continually be taking place on a daily basis. For instance, during a class lesson, a child responds to a question I ask. By observing and taking note of the child's comment, I am assessing his or her understanding of the question. These informal observations can be used to gauge what children know and understand, and inform teachers of the areas in which children need further support.

Formal assessment: This method of assessment could be used in a fifth grade classroom through the form of journal writings. It could be planned to have one day a week in which the children are prepared to write about a topic that was covered in class that week. Children may discuss in these journals new things they learned regarding a topic or demonstrate they have a clear understanding of the topic. Journal entries provide children the opportunity to fully express their knowledge, perhaps more than an end of the unit multiple-choice test.