Pre-Assessment or Diagnostic Assessment: Formative and Summative Assessments

Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for what kind of students you’re
creating the instruction. Your goal is to get to know your student’s strengths,
weaknesses and the skills and knowledge the posses before taking the instruction.
Based on the data you’ve collected, you can create your instruction.
Formative assessment
Formative assessment is used in the first attempt of developing instruction. The goal is
to monitor student learning to provide feedback. It helps identifying the first gaps in your
instruction. Based on this feedback you’ll know what to focus on for further expansion
for your instruction.
Summative assessment
Summative assessment is aimed at assessing the extent to which the most important
outcomes at the end of the instruction have been reached. But it measures more: the
effectiveness of learning, reactions on the instruction and the benefits on a long-term
base. The long-term benefits can be determined by following students who attend your
course, or test. You are able to see whether and how they use the learned knowledge,
skills and attitudes.
Read more about formative and summative assessments.
Confirmative assessment
When your instruction has been implemented in your classroom, it’s still necessary to
take assessment. Your goal with confirmative assessments is to find out if the
instruction is still a success after a year, for example, and if the way you're teaching is
still on point. You could say that a confirmative assessment is an extensive form of a
summative assessment.
Norm-referenced assessment
This compares a student’s performance against an average norm. This could be the
average national norm for the subject History, for example. Other example is when the
teacher compares the average grade of his or her students against the average grade
of the entire school.
Criterion-referenced assessment
It measures student’s performances against a fixed set of predetermined criteria or
learning standards. It checks what students are expected to know and be able to do at a
specific stage of their education. Criterion-referenced tests are used to evaluate a
specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a
course.
Ipsative assessment
It measures the performance of a student against previous performances from that
student. With this method you’re trying to improve yourself by comparing previous
results. You’re not comparing yourself against other students, which may be not so
good for your self-confidence.
Read more about Assessment methods and strategies and the Objectives of

assessment and evaluation
Types of assessment
1. 1. Types of Assessment Thoughts for the 21st Century
2. 2. Goals of Session • Examine current research findings and recommendations associated
with assessment practices • Provide teachers with an overview of a variety of assessment
options • Create a shared vision for school-wide use of data from formative assessments
3. 3. Essential Understandings • Student learning improves through interaction with teachers
skilled in the use of a variety of assessment options. • How assessment information is used
is more important than its format. • Formative assessment has a positive effect on student
learning.
4. 4. Agree or Disagree with the Statement • Teacher questions posed to the class are an
invaluable source of assessment data. • Written pre-assessments provide the best evidence
of student skill and knowledge. • Nature of feedback is more important than the quantity of
feedback.
5. 5. Key Steps Where the learner is going Where the learner is right now How to get there
6. 6. Where the Learner is Headed • Mastery of VBCPS Curriculum Goals • Critical and
Creative Thinker, Innovator, and Problem Solver • Effective Communicator and Collaborator
• Globally Aware, Independent, Responsible Learner and Citizen • Life-Long Learner
7. 7. Where the Learner is Right Now • Mastery of learning goals, 21st Century Skills •
Diagnostic assessments • Division-wide assessments • Summative assessments • Formative
assessments • Informal assessments by teacher • Classroom assessments • Common
assessments • Performance assessments • Professional judgment of the teacher
8. 8. How to Get There • Analysis of data from formative assessments • Use of formative
assessment to differentiate instruction • Additional support for students who have not
mastered content and skills • Ongoing teacher assessment • Support from peers through
collaborative work • Peer review of work • Timely and appropriate feedback • Variety of
instructional materials and approaches • Student understanding of learning goals and how to
get there
9. 9. Categories of Assessment • Summative • Formative • Diagnostic
10. 10. Has a weak, fleeting effect on learningProvides grades for accountability purposes
Documents student learning at the end of an instructional unit Assessment of learning
Summative Assessment
11. 11. Summative &Formative Assessment What do the experts say? James Popham provides
an overview
12. 12. Formative Assessment • Used to inform instruction • Assessment becomes formative
when it is used to adapt teaching to meet learning needs
13. 13. Has a strong, positive, and long- lasting effect on learningProvides specific, timely
feedback to improve student learning Identifies students’ needs and guides instruction on
an ongoing basis Assessment for learning Formative Assessment
14. 14. Assessment for Learning A Classroom Example
15. 15. The Power of Feedback Students given marks are likely to see it as a way to compare
themselves with others; those given only comments see it as helping them to improve. The
latter group outperforms the former. Wiliam and Black
16. 16. Use of Assessments • The same assessment can be used for a variety of purposes •
Examine the assessment on the next slide. • Could it be used for – a diagnostic or pre-
assessment? – Formative assessment? – Summative assessment?
17. 17. Which sentence uses correct subject-verb agreement? A) The orchestra is playing all of
Mozart’s compositions while Jan and Natasha sings. B) Bacon and eggs is a breakfast that
everyone on the committee enjoys. C) Hats and scarves are items the team wear on wintry
days. D) Bill and Janet say the deer herd are in the garden, but nobody seems to care.
18. 18. Role of the Teacher • Clarifying and sharing learning intentions and success criteria •
Engineering effective classroom discussion and tasks • Providing feedback that moves
learners forward • Activating students as owner of their learning • Activating students as
instructional resources for one another. Dylan Wiliam
19. 19. Research Recommends • Questioning • Use of formative assessment data to modify
instruction • Active involvement of students in the learning and assessment process • Use of
summative assessments formatively • Descriptive feedback
20. 20. Questioning • How does a teacher gain information about student learning by asking
questions?
21. 21. Research Recommends • The questions matter • Spend more time formulating higher-
level questions • Increase wait time so students have longer think time • Expect all students
to answer questions • Consider adopting a “no hands” policy Dylan Wiliam
22. 22. How could this be used? • Circle all of the items associated with the American Revolution
• taxation • representation • Robert E. Lee • Samuel Adams • Patrick Henry • Boston •
Appomatox Courthouse • Yorktown
23. 23. A Formative Assessment? • After instruction have students complete some “test” items •
Review student work, but do not mark particular items as correct or incorrect • Indicate
number of correct answers on the paper • Return the papers and have students identify and
correct their work in collaborative teams
24. 24. Scenarios

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