Achievement assessment (成績評估)
It is a measure of student acquisition of skills or knowledge following appropriate exposure to the materials.
Not measure of potential or ability to learn. (Aptitude assessment)
Not a measure of whether the student is performing appropriately.
2. What is the difference between formal and informal assessment and how dose each relate to formative and summative assessment?
Informal Assessment: Flexible, ongoing evaluations that are less structured and can take various forms. Usually occurs in a more casual manner.
Example: observations, inventories, checklists, participation, peer and self-evaluation, class discussions, quizzes, quick checks for understanding, journal entries, and teacher-student conferences.
Formal Assessment: Structured, standardized evaluations with specific guidelines and scoring criteria.
Example: standardized tests, final exams, and standardized rubrics for projects or presentations.
Formative Assessment: Ongoing assessments during learning to provide feedback and guide instruction.
For instance, a teacher might use classroom observations (informal) or quizzes (formal) as formative assessments to adjust their teaching strategies based on the students' needs.
Summative Assessment: Assessments at the end of a learning period to evaluate overall outcomes and assign grades.
For instance, Informal: he quality of class discussions and presentations throughout the semester. Formal: final exams or standardized tests.
3. How can instruction be improved through reflecting on assessment results?
Reflecting on assessment results empowers educators to fine-tune instruction, respond to learners' needs, and foster a more effective learning environment. This data-driven approach leads to enhanced engagement, improved learning outcomes, and better overall educational experiences for learners.
Feedback for Growth: Assessment results offer a basis for providing constructive feedback to learners. Specific feedback helps them understand areas for improvement and how to progress.
Identify Learning Gaps: Assessment results help pinpoint areas where learners are struggling or have gaps in understanding. This insight enables educators to target specific concepts that need further attention and support.
Monitoring Progress: Regular assessment and reflection help track learners' progress over time. Educators can gauge the effectiveness of their teaching methods and adjust accordingly.
Adjust Teaching Strategies: Assessment outcomes provide feedback on the effectiveness of teaching methods. Educators can adapt and experiment with different strategies to enhance learning experiences.
Set Clear Objectives: Assessment results guide educators in setting clear and achievable learning objectives that are aligned with learners' demonstrated skills and knowledge.
4. What are norm-referenced and criterion referenced assessment and how are they used?
Norm-referenced: The focus is on understanding how an individual's performance ranks in relation to others who have taken the same test. How well an individual's performance compares to the average or distribution of scores within the norm group.
Such as in college admissions tests (SAT, ACT).
Criterion-referenced: Determining whether the individual has mastered particular skills, competencies, or content areas. Provide information about whether an individual's performance meets predetermined standards or criteria.
Such as in subjects like mathematics, reading, or science.
1. Norm-referenced assessment & Criterion-referenced assessment
Norm-referenced (規範參照評估): Involve comparing an individual's performance to a group's performance.
Comparison to Group: Norm-referenced assessments compare an individual's performance to the performance of a larger group, often referred to as the "norm group (基準群體)."
Relative Ranking (相對排名): The goal is to determine how an individual's performance ranks compared to others in the reference group.
Percentiles (百分位數): Scores are often converted into percentiles, indicating the percentage of test-takers who scored lower than the individual. *often providing percentile ranks. 使用標準化評分方法，通常提供百分位數排名。
No Fixed Standard: There's no fixed passing or failing score; performance is evaluated in relation to the group's performance.
Commonly Used in: Standardized tests like college entrance exams, IQ tests, and large-scale assessments where ranking(排名) and comparison are important.
Criterion-referenced assessment (標準參照評估): Involve evaluating an individual's performance against predefined(預定義的) criteria or standards. These results are usually “pass” or “fail”. Evaluates performance based on predetermined mastery levels, without considering how others perform.
Comparison to Standard: Criterion-referenced assessments evaluate an individual's performance against a predetermined set of criteria or standards.
Mastery Determination(掌握程度確定): The focus is on whether an individual has achieved a specific level of knowledge, skill, or competency.
Pass/Fail Determination(及格/不及格決定): Performance is assessed based on whether the individual meets the established criteria, regardless of how others perform. *often provides detailed feedback on an individual's performance relative to specific criteria.
Fixed Standards(固定標準): Passing or failing scores are predetermined based on the criteria, making the assessment outcome clear-cut.
Commonly Used in: Licensing exams (e.g., driver's license test), certification assessments, competency-based（基於能力） evaluations, and educational assessments where specific skills or knowledge mastery is essential.
2. Standardized assessments (標準化評估):
Focus: focus on measuring an individual's performance against a fixed set of criteria, often without direct comparison to a specific reference group. (may involve comparing an individual's performance to a norm group's performance.)
Purpose: The primary purpose is to evaluate an individual's knowledge, skills, abilities, or other characteristics according to standardized criteria. The goal is to assess the absolute mastery of specific skills or content.
Comparison: The comparison is usually against a predefined set of standards or criteria rather than the performance of a norm group. The emphasis is on determining whether an individual meets a predetermined level of proficiency.
Scoring: The scoring may involve predefined criteria or rubrics that determine whether an individual's performance meets, exceeds, or falls below the set standards. *May provide a single score without detailed criterion-level feedback.
5. With what type of assessments are rubrics used?
Rubrics provide a systematic and transparent way to evaluate performance by breaking down complex tasks into manageable components and criteria.
Rubrics enhance the learning experience by providing clarity, guidance, and opportunities for self-assessment and improvement. They contribute to effective communication, motivation, and the development of essential skills for students
Writing Assignments: Rubrics are frequently used to assess the quality of written essays, reports, research papers, and other written assignments. They provide criteria for evaluating content, organization, grammar, and other aspects of writing.
Oral Presentations: Rubrics help assess the effectiveness of oral presentations, speeches, debates, and other spoken communication tasks. They outline criteria for delivery, content, organization, and audience engagement.
Projects: Rubrics are useful for evaluating project-based assessments, where learners demonstrate their understanding and skills through creative and practical tasks.
Performance Tasks: Assessments that require performing specific skills, such as laboratory experiments, artistic performances, or physical activities, can be evaluated using rubrics.
Portfolio Assessments: Rubrics are used to evaluate collections of work, such as portfolios of artwork, writing samples, or projects, showcasing a learner's progress and accomplishments over time.
Problem-Solving Tasks: Rubrics can be applied to assess learners' ability to solve complex problems, showing their reasoning, analytical skills, and solution strategies.
Group Projects: Rubrics assist in evaluating group collaboration and contributions in collaborative assignments, ensuring fair assessment of individual roles.
6. What kind of assessment task will demonstrate a targeted level (展示績效指) in the performance indicators (表現指標) (Can-Do statement)?
*Create an assignment, task, or activity that accurately measures whether learners can perform the tasks or actions described in the Can-Do statements for that level.
Before the Class:
1. Understand the Can-Do Statements:
Review Can-Do statements for targeted level.
Break down each statement to understand specific skills and competencies.
2. Choose Appropriate Assessment Types:
Select assessment types aligned with skills being measured.
Demonstrations or Presentations: Assess speaking and conveying information.
Written Assignments: Assess writing, analysis, and critical thinking.
Role-Playing or Simulations: Evaluate practical application in real-world scenarios.
Problem-Solving Exercises: Assess analytical and complex problem-solving skills.
During the Class:
1. Provide Clear Instructions:
Clearly communicate expectations for the assessment task.
Specify skills, behaviors, and criteria for successful performance.
2. Use Authentic Contexts:
Frame assessment tasks within real-life contexts.
Enhance authenticity of the assessment.
3. Incorporate Varied Formats:
Use mixed formats within tasks or across tasks.
Example: Reading, comprehension, and writing for integrated language skills.
4. Utilize Rubrics:
Develop rubrics outlining criteria for different performance levels.
Enhance transparency and consistency in evaluation.
5. Encourage Higher-Order Thinking:
Design tasks requiring application, analysis, synthesis, and evaluation.
Move beyond regurgitating facts.
After the Class:
1. Provide Feedback:
Offer constructive feedback aligned with assessed skills.
Highlight strengths and areas for improvement.
2. Create Peer and Self-Assessment Opportunities:
Include components for self and peer assessment.
Evaluation against predetermined criteria.
3. Allow for Reflection:
Provide space for learners to reflect on performance.
Consider strengths, challenges, and improvement strategies.
4. Include Multi-Modal Elements:
Incorporate visuals, audio, or multimedia as appropriate.
Enhance engagement and assess multiple skills.
5. Balance Complexity:
Strive for balanced challenge and achievability based on targeted level.
Analytic scoring & Holistic scoring
Analytic scoring(分析評分): Involve evaluating individual criteria separately to provide detailed feedback.
Multiple Criteria（多重標準）: Analytic scoring involves evaluating the performance of an individual on multiple specific criteria or dimensions.
Separate Ratings（獨立評分）: Each criterion is assessed and rated independently, allowing for a detailed analysis of strengths and weaknesses in different aspects.
Detailed Feedback: Analytic scoring provides detailed feedback for each criterion, highlighting areas of improvement and excellence.
Complexity: It can be more complex and time-consuming for scoring, as each criterion requires individual attention.
Transparency（透明性） Scoring is transparent, allowing the test-taker to see how they performed on each dimension.
Holistic scoring（整體評分）: focuses on an overall assessment of the performance as a whole, providing a single score based on the overall impression.
Overall Impression（體印象）: Holistic scoring focuses on evaluating the overall impression or quality of the individual's performance as a whole.
Single Rating（單一評分）: A single score or rating is assigned to the entire performance, without breaking it down into separate criteria.
Simplicity: Holistic scoring is simpler and quicker for scoring, as it doesn't involve evaluating multiple criteria separately.
Global Assessment（整體評估）: It emphasizes the integration and coherence of the performance rather than specific details.
Subjectivity（主觀性）: It might be seen as more subjective, as the rater's overall impression plays a significant role.
* What are the Example of analytic scoring & holistic scoring?
Analytic scoring: an essay might be assessed on criteria such as grammar, organization, content, and use of evidence. Each criterion would receive a separate score.
If a student's essay is scored as follows:
Thesis Statement: 4 points
Organization: 3 points
Evidence and Support: 5 points
Grammar and Mechanics: 2 points
Creativity and Originality: 3 points
Total Score: 17 out of 25
Holistic scoring: the essay would receive a single score based on an overall assessment of its quality and effectiveness.
Example for Holistic Scoring (Art Project): An art project is graded based on its overall impact, creativity, execution, and adherence to the assignment's objectives. The evaluator considers the project as a whole and assigns a single score, such as "Excellent," "Good," "Average," or "Needs Improvement."
Diagnostic assessment (診斷性評估)
Identifies learners' strengths and weaknesses, guiding personalized instruction. It's ongoing, formative, and uses methods like quizzes and observations. Results pinpoint gaps, allowing timely interventions for improved learning.
Examples of diagnostic assessments include:
Pre-Tests: Administered before instruction begins to gauge learners' prior knowledge and identify areas of weakness.
Skills Assessments: Evaluating specific skills or abilities relevant to a subject, such as language proficiency or mathematical operations.
Reading Level Assessments: Determining learners' reading levels to provide appropriate reading materials and support.
Math Fluency Assessments: Testing learners' ability to quickly solve mathematical problems, identifying areas needing improvement.
Writing Samples: Analyzing writing samples to assess grammar, vocabulary, and organizational skills for tailored writing instruction.
Observations: Educators observe learners in real-time to assess behavior, interactions, and engagement during activities. * including direct assessments, to gather data on learners' capabilities, knowledge gaps, and skill levels.
Diagnostic Interviews: One-on-one interviews to explore learners' understanding and misconceptions in a subject.
Content Quizzes: Short quizzes focusing on specific content areas to assess learners' understanding before proceeding.
Science Experiments: Assessing learners' scientific inquiry skills through hands-on experiments and observations.
Foreign Language Proficiency: Evaluating learners' language skills in listening, speaking, reading, and writing to customize language instruction.
Direct assessments:
Provide a practical and authentic way to measure individuals' skills and knowledge by observing their performance in real-world contexts. These assessments emphasize the application of learning and offer immediate feedback, contributing to effective skill development and learning outcomes.
Examples: Practical tests, hands-on activities, laboratory experiments (實驗室實驗), oral presentations, performance evaluations, and skills demonstrations are common examples of direct assessments.
6. Pre-assessment methods:
Questionnaires or Surveys: Distributing a short questionnaire or survey to gather information about students' prior knowledge, experiences, and interests related to the upcoming topic.
KWL Chart: Having students fill out a KWL chart (What I Know, What I Want to Know, What I Learned) about the topic can help gauge their existing knowledge and their curiosity about the subject.
Concept Mapping: Students create a visual representation of their understanding of a topic using a concept map. This can reveal their existing mental framework and connections.
Brainstorming: Asking students to brainstorm ideas related to the topic can give insight into their prior knowledge and misconceptions.
Pre-Test or Quiz: Administering a short quiz or test with questions related to the upcoming content helps identify what students already know and what areas they need to focus on.
Discussion or Group Activity: Engaging students in a discussion or group activity related to the topic can provide insights into their existing understanding and any gaps in knowledge.
Anecdotal Records: Observing and recording students' interactions, questions, and comments during a casual conversation can help inform the educator about their baseline knowledge.
Student Self-Assessment: Asking students to reflect on their own understanding of the topic and what they feel confident or unsure about.
One-Minute Paper: Students write a brief response to questions like "What do you already know about this topic?" or "What questions do you have?" within a limited time frame.
Graphic Organizers: Providing students with a graphic organizer to fill out about the topic can help visualize their prior understanding.
Portfolio Review: Reviewing students' past work related to the topic can provide insights into their previous experiences and learning.
Peer Interviews: Having students interview each other about their knowledge and opinions on the topic can be an engaging pre-assessment strategy.
Aptitude assessment (潛能力評估):
It designed to measure a person's potential to develop skills, knowledge, or abilities in specific areas. These tests are often used in educational, employment, and career counseling contexts to assess an individual's natural talent or capacity for learning and performing tasks in various domains. Aptitude tests aim to predict a person's future performance or success in specific tasks or fields based on their innate abilities rather than their current knowledge or experience.
A cloze test 填空
Also known as a cloze passage or cloze procedure, is a language comprehension exercise and assessment tool that evaluates a person's ability to understand context and use context clues to fill in missing words in a text.
Proficiency-based assessment (基於熟練程度的評估)
Proficiency-based assessment is an approach to evaluating a person's skills, knowledge, and abilities based on their demonstrated proficiency or competency in a specific area or subject. This assessment method places a strong emphasis on what an individual can do and the level of mastery they have achieved, rather than simply focusing on the amount of time spent in instruction or the completion of a predetermined curriculum.
Here are key characteristics and principles of proficiency-based assessment:
Focus on Mastery: Proficiency-based assessment aims to determine whether a person has mastered a set of skills or knowledge, often defined by specific learning standards or competency frameworks.
Clear Learning Objectives: It relies on clearly defined learning objectives or standards that outline what learners should know and be able to do at different proficiency levels.
Competency-Based: Assessment is aligned with specific competencies or skills. Learners are assessed on their ability to apply knowledge and skills in real-world contexts.
Customized Learning: It allows for personalized learning experiences, as learners progress at their own pace. They advance to the next level of instruction or assessment when they demonstrate proficiency, rather than being bound by a fixed schedule.
Formative and Summative Assessment: Proficiency-based assessment includes both formative assessments (ongoing assessments during learning) and summative assessments (final evaluations of proficiency). Formative assessments help learners identify areas where they need improvement, while summative assessments measure overall proficiency.
Criteria-Referenced: It uses criteria or rubrics that describe the expected performance at each proficiency level. Learners are evaluated based on how well they meet these criteria, rather than being compared to their peers.
Feedback and Growth: Feedback is an essential component of proficiency-based assessment. Learners receive feedback on their performance, which informs their progress and areas for improvement.
Flexibility: Proficiency-based assessment allows for flexibility in pacing and learning pathways. Learners can take different routes to reach proficiency, and educators can adjust instruction based on individual needs.
Transparency: The criteria for proficiency and the assessment process are transparent and communicated to both learners and educators. This transparency helps learners understand what is expected of them and how they will be assessed.
Real-World Application: Proficiency-based assessment often involves tasks and assessments that simulate real-world scenarios or require learners to apply their knowledge and skills in practical situations.
Proficiency-based assessment is commonly used in competency-based education (CBE) and can be found in various educational settings, from K-12 schools to higher education and workforce training programs. It aligns with the idea that education should be outcomes-focused, where the goal is for learners to demonstrate their ability to perform specific tasks or achieve defined competencies, rather than simply progressing through a predetermined curriculum based on time spent in the classroom.
Is Proficiency-based assessment same as Competency-based assessment
Proficiency-based assessment and competency-based assessment are related concepts, but they are not exactly the same. They share similarities and are often used interchangeably in some contexts, but there are subtle differences between the two:
Proficiency-Based Assessment:
Focus on Proficiency: Proficiency-based assessment centers on evaluating an individual's level of proficiency or mastery in a specific skill or knowledge area. The emphasis is on how well a person can perform a particular task or demonstrate knowledge.
Progressive Mastery: It often involves assessing individuals at different proficiency levels, allowing for the measurement of incremental progress. Learners may advance from a beginner level to intermediate and eventually to advanced levels of proficiency.
Levels of Proficiency: Proficiency-based assessment typically defines specific levels of proficiency and uses criteria or rubrics to describe what constitutes proficiency at each level.
Learning Pathways: It allows learners to progress at their own pace, with the goal of achieving higher levels of proficiency. There may be flexibility in the learning pathways and opportunities for individualized learning.
Application in Real-World Contexts: Proficiency-based assessment often includes assessments that require learners to apply their skills or knowledge in real-world scenarios or practical contexts.
Competency-Based Assessment:
Focus on Competency: Competency-based assessment centers on assessing an individual's attainment of specific competencies or learning outcomes. These competencies can encompass a broader range of skills, knowledge, and abilities.
Holistic Approach: It takes a holistic approach to education, emphasizing the mastery of a set of competencies or learning objectives that may include multiple skills and knowledge areas.
Criterion-Referenced: Competency-based assessment uses criteria or rubrics to assess whether individuals have met the predefined competencies or learning outcomes. Learners are evaluated based on the extent to which they meet these criteria.
Flexible Learning Pathways: Like proficiency-based assessment, competency-based education allows for flexible learning pathways and personalized learning experiences. Learners progress as they demonstrate competence in the defined competencies.
Alignment with Standards: Competency-based education is often closely aligned with educational standards or learning objectives. The curriculum is designed around these competencies, and assessments are aligned with them.
In summary, while both proficiency-based assessment and competency-based assessment share a focus on mastery and personalized learning, proficiency-based assessment tends to emphasize the measurement of proficiency in specific skills or knowledge areas and may involve the assessment of different proficiency levels. Competency-based assessment, on the other hand, takes a broader view by assessing the attainment of a set of competencies or learning outcomes, which may encompass a range of skills and knowledge. The two approaches can overlap, especially in educational settings that prioritize student-centered learning and outcomes-based education.
Achievement assessment (成績評估)
It is a measure of student acquisition of skills or knowledge following appropriate exposure to the materials.
Not measure of potential or ability to learn. (Aptitude assessment)
Not a measure of whether the student is performing appropriately.
Performance-based assessments can take various forms, including:
Project-Based Assessments: These assessments require students to complete a project or task that simulates real-world scenarios. For example, in a language learning context, students might be asked to create a travel itinerary in the target language.
Portfolio Assessment: Students compile a portfolio of their work, which may include essays, projects, artwork, or other artifacts that demonstrate their proficiency in a particular area.
Simulations: Students engage in simulated activities or scenarios that mimic real-life situations. For instance, in medical education, students might diagnose and treat virtual patients.
Performance Tasks: These are specific, structured tasks that assess a learner's ability to apply their knowledge and skills. They often require problem-solving and critical thinking. In language learning, this could involve a role-play conversation or writing a persuasive essay.
Authentic Assessments: These assessments aim to evaluate how well a learner can apply their knowledge and skills in real-world contexts. For example, assessing a student's ability to write a business proposal for a marketing course.
Experiential Assessments: These assessments involve hands-on experiences or real-world internships where students are evaluated based on their performance in a work or field setting.
Performance Rubrics: Rubrics are often used with performance-based assessments to provide clear criteria for evaluating a student's performance. They specify what is expected at different levels of proficiency.
Authentic Assessment
These assessments aim to measure real-world, practical skills and knowledge, often in a context similar to the actual application of those skills.
Resource:
Comments