What are the different assessment types?
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The document discusses the three main types of assessments: diagnostic, formative, and summative. Diagnostic assessments identify students' prior knowledge to help plan future learning. Formative assessments identify strengths and weaknesses to improve learning without grades. Summative assessments measure student achievement and assign grades/marks. The assessments need to be appropriate for the course content, discipline, and position in a student's degree program.
What are the different assessment types?
- 1. What are the different assessment types? The presentation explains the differences between diagnostic, summative and formative assessments.
- 2. Assessment can be one of 3 types... 1. Diagnostic assessment • Diagnostic assessment identifies students’ prior level of understanding of key concepts or knowledge for the purpose of defining future learning or teaching. Typically diagnostic assessment can be used in pre-course assessment or orientation to a subject. • It can assist both students and staff to work out what topics need to be covered and where any extra support can be provided. For example, if students indicate they have a problem with essay writing, then the support of CLASS can be called upon, or additional exercises created to give more practice in this skill.
- 3. 2. Formative assessment • Formative assessment helps students and staff to identify strengths, weaknesses and ways to improve and enhance student learning. Formative assessment is intended to support student learning rather than determine a final grade/mark. • Formative assessment is also known as learning activities.
- 4. 3. Summative assessment • Summative assessment measures what the student has achieved. It assigns marks and grades to tasks that lead to students either succeeding or failing in their units. This ultimately provides the credentialing for students to complete their degrees, enter their professional practice and demonstrates that standards are appropriate. Assessment tasks conducted during the progress of a term may be regarded as summative in nature if they contribute to the final grade or numerical result of the students. Sometimes there can be a tension between these two purposes. They both impact on lecturer time, including the time available for providing feedback. Too many assessments decreases the chances of thorough feedback.
- 5. What do we need? The right assessment for right time and place Assessments need to be considered in light of: – Course content (mapping) – Discipline of course content – Position of subject in qualification e.g. first year – Position of assessment in subject e.g. first assessment, capstone assessment
- 6. Resources Crisp, G. (2009). HERDSA Guide: Designing and Using e‐Assessment, Higher Education Research and Development Society of Australasia, p vii . The Australian Qualifications Framework URL: http://www.aqf.edu.au – you can get a copy of the January 2013 framework.