Assessments also are used to find personal learner weaknesses and strengths so that educators can provide specialized educational support, educational programming, or social services. Also, assessments are developed by a wide array of groups and people, including educators, district administrators, universities, private companies, state departments of education, and groups that include a combination of these people and institutions. Assessments are designed in a variety of ways for different purposes:
are developed, administered, and scored in a standard manner. They often utilize a several-choice format, though some include open-ended, short-answer questions. Traditionally, standardized tests featured rows of ovals that learners filled in with a number-two pencil, but the tests are increasingly computer-based. Standardized tests can be administered to large learner populations of the same age or grade level in a state, region, or country, and results can be compared across people and groups of learners.
are created to measure how well learners have learned the specific knowledge and skills described in learning standards. Standardized tests and high-stakes tests are usually based on specific learning standards, and personal schools and educators may develop their standards-referenced or standards-based assessments.
ensure that all educators evaluate learner performance consistently, reliably, and efficiently. Common assessments are used to encourage consistency in teaching and assessment among educators responsible for teaching the same content, e.g., within a grade level, department, or content area. They let educators compare performance results across several classes, courses, schools, and learning experiences. Common assessments have the same format and are administered in consistent ways. For example, educators give learners the same instructions and time to finish the assessment or utilize the same scoring guides to interpret results. Common assessments may be “formative” or “summative.”
usually mandate learners to finish a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project. Educators will often utilize collaboratively developed common assessments, scoring guides, rubrics, and other methods to assess whether learners’ work shows they have learned what they are expected to learn. Performance assessments may be called “authentic assessments” since some educators consider them more accurate and meaningful evaluations of learning achievement than traditional tests.
are collections of educational work—for example, assignments, lab results, writing samples, speeches, learner-created films, or art projects compiled by learners and assessed by educators in consistent ways. Portfolio-based assessments are often used to assess a “body of knowledge”—i.e., acquiring diverse knowledge and skills over some time. Portfolio contents can be collected in physical or digital formats, and they are often assessed to decide whether learners have met the required learning standards.
The purpose of an assessment drives the way it is designed, and there are many ways in which assessments can be utilized. A standardized assessment might be a high-stakes assessment. A student learner work portfolio can be used as a formative and summative test. Teacher-created assessments, which may be created by educator teams, are commonly used in a single course or grade level in a school, and these assessments are typically never “high-stakes.”
Screening assessments may be produced by institutions that have researched a specific area of kid development, such as the skills and attributes that a learner should have when entering kindergarten to increase the likelihood that they will be successful, or the pattern of behaviors, strengths, and challenges that suggest a kid has a particular learning disorder. Assessments are created for specialized purposes.
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are developed, administered, and scored in a standard manner. They often utilize a several-choice format, though some include open-ended, short-answer questions. Traditionally, standardized tests featured rows of ovals that learners filled in with a number-two pencil, but the tests are increasingly computer-based. Standardized tests can be administered to large learner populations of the same age or grade level in a state, region, or country, and results can be compared across people and groups of learners.
are created to measure how well learners have learned the specific knowledge and skills described in learning standards. Standardized tests and high-stakes tests are usually based on specific learning standards, and personal schools and educators may develop their standards-referenced or standards-based assessments.
ensure that all educators evaluate learner performance consistently, reliably, and efficiently. Common assessments are used to encourage consistency in teaching and assessment among educators responsible for teaching the same content, e.g., within a grade level, department, or content area. They let educators compare performance results across several classes, courses, schools, and learning experiences. Common assessments have the same format and are administered in consistent ways. For example, educators give learners the same instructions and time to finish the assessment or utilize the same scoring guides to interpret results. Common assessments may be “formative” or “summative.”
usually mandate learners to finish a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project. Educators will often utilize collaboratively developed common assessments, scoring guides, rubrics, and other methods to assess whether learners’ work shows they have learned what they are expected to learn. Performance assessments may be called “authentic assessments” since some educators consider them more accurate and meaningful evaluations of learning achievement than traditional tests.
are collections of educational work—for example, assignments, lab results, writing samples, speeches, learner-created films, or art projects compiled by learners and assessed by educators in consistent ways. Portfolio-based assessments are often used to assess a “body of knowledge”—i.e., acquiring diverse knowledge and skills over some time. Portfolio contents can be collected in physical or digital formats, and they are often assessed to decide whether learners have met the required learning standards.
The purpose of an assessment drives the way it is designed, and there are many ways in which assessments can be utilized. A standardized assessment might be a high-stakes assessment. A student learner work portfolio can be used as a formative and summative test. Teacher-created assessments, which may be created by educator teams, are commonly used in a single course or grade level in a school, and these assessments are typically never “high-stakes.”
Screening assessments may be produced by institutions that have researched a specific area of kid development, such as the skills and attributes that a learner should have when entering kindergarten to increase the likelihood that they will be successful, or the pattern of behaviors, strengths, and challenges that suggest a kid has a particular learning disorder. Assessments are created for specialized purposes.
What did I miss?
The post appeared first on .