Assessment GlossaryAssessment as Learning: A type of formative assessment used to track students’ learning progress, which is gathered through self-assessment techniques. This type of assessment asks students to engage in metacognitive strategies to evaluate themselves to determine what they have learned and how they are learning. It is used to help students self-monitor, discover how they learn, and set personal learning goals. Examples include reflective questions, journaling, peer assessment and checklists. Assessment for Learning: A type of formative assessment used to track students’ learning progress, which is gathered through a variety of evaluation methods.
It provides teachers with descriptive feedback, including what students have learned so far and their future learning needs. This information is then used to inform teachers’ lesson planning, approaches to instruction, and differentiation of instruction. Examples include informal observations, anecdotal notes, question and answer sheets, and rubrics. Assessment Literate: Means possessing an in-depth understanding of educational assessment, including the different types and the purposes of each type. Teachers who are assessment literate are able to select and administer a variety of balanced, reliable and valid assessments to measure specific learning outcomes and feedback requirements for a student or group of students.Assessment of Learning: A type of summative assessment used quantify the extent to which students have achieved the learning outcomes associated with a specific course or program of study. This type of assessment is often represented in a formal manner through a grade.
Examples of this type of assessment include performance tasks, rubrics, final examinations, and diploma examinations.Assessment Strategies (Tools): The different ways to go about evaluating students’ achievement of learning outcomes. The type of assessment a teacher is using will dictate the assessment strategy they select. For example, when a teacher wants to perform a summative assessment they will need to choose a summative assessment strategy such as a performance task assessment or final exam.Authentic Assessment: A type of educational assessment that asks students to apply their skills and knowledge to practical tasks. These tasks must be modelled after and relevant to situations that occur outside of the educational setting and the kind of skills and knowledge needed to respond to these situations. Examples include writing a resume or baking a cake.Balanced Assessment: An approach to evaluating and documenting students’ competencies, achievement of learning outcomes, and learning needs.
This approach requires the use of multiple types of assessment, including formative and summative assessment, on an ongoing basis. When using this approach teachers must consider how and how often assessment occurs across all of the programs of study to ensure students are assessed consistently, fairly, and thoroughly. The result of this approach is that teachers, and anyone who uses assessment results, will obtain a complete picture of each student’s academic progress, current level of academic achievement and learning needs.
Descriptive Feedback: Describes the comprehensive collection of information given to students based on or in conjunction with the results of an assessment. Students then use this information to set personal learning goals and guide their approach to future learning. For example, a grade, completed checklist, and additional comments to explain the grade and checklist completed by a teacher and handed back to a student. Diagnostic Assessment: A type of assessment that is used to determine a student’s unique abilities, skills, and knowledge prior to the student participating in a course or program. The results of this assessment can be used to determine whether or not a students is eligible for a particular course or program of studies based on their level of achievement and subsequent learning needs.Diploma Examinations Program: A type of summative assessment tool that is administered to Grade 12 students in Alberta for specific Grade 12 courses. The results of the Diploma Examinations provide a certification of individual student’s levels of achievement in a specific course.
This assessment is also used to maintain provincial standards of education and to track the academic achievement of individual students and groups of students in specific schools or districts. Educational Assessment: A process used to evaluate and document specific competencies, achievement of learning outcomes, and learning needs of an individual student or group of students. The results of an educational assessment are used by teachers, students, parents, administrators, and policy makers to make important decisions. For example, teachers use educational assessments to inform lesson planning and their approaches to instruction.
Final Examination: A type of summative assessment used to evaluate and summarize a student’s leave of achievement of learning outcomes at the end of a unit of study or course. For example, diploma examinations are a type of final exam.Formative Assessment: A type of informal educational assessment that occurs on a regular basis. This type of assessment encompasses “assessments for learning” and “assessments as learning”. It is used by teachers and learners to determine what has been learned and how to move forward with the learning process.
Grade: A measurement used to describe and rank the quality or extent to which a student has achieved a specific level of competency or specific learning outcome. This measurement can be expressed in the form of a letter, such as A to D, or number, such as a scale from 1-4 or percentage. Informal Observation: A type of assessment for learning that involves a teacher making a quick observation of a student or a group of students in order to make immediate modifications to their lesson plan. For example a teacher might decide to move on to a new topic if they notice most students have completed a task and understood the current topic. This type of assessment does not involve taking detailed notes or assigning grades. Learning Logs or Journals: A type of assessment as learning that requires students to evaluate their own learning through recording data regarding their learning or reflective writing. Some teachers provide guidance to students to help them complete this type of assessment such as structured tables or worksheets with prompting questions.Learning Outcomes: The objectives that are shared with students at the beginning of a course or program of study and worked towards throughout the course through out various lessons and assignments.
Achievement of these learning outcomes is evaluated through assessment. Metacognition: An essential component of assessment as learning that requires students to think about how they think or learn. For example, students might complete a self-evaluation or journal to help them identify what helps them learn, Meta-Rubric: A type of assessment tool used to determine how effective a rubric is for evaluating the level of student achievement for a task or product of learning. Using this tool will ensure that the rubric provides a balanced, reliable, and valid form of evaluation.Peer Assessment: A type of assessment as learning completed by students for other students. This type of assessment challenges students to take on the role of an evaluator. Each student is usually asked to complete some sort of task and then exchange the products of that task with another student. Then the students are given instructions regarding what aspects of the product to evaluate in the form of a checklist or rubric.
Students then give their peer the checklist or rubric along with some feedback.Performance Assessment Task: A type of authentic assessment for or of learning that involves participating in an engaging activity, producing a product, or giving a response to demonstrate a specific set of skills and knowledge. These types of assessments are integrated directly into a lesson as a part of the learning process and can be completed individually or in a group. Teachers will often use a checklist or rubric to evaluate students’ level of achievement for a performance task.
Portfolios: A type of assessment as or of learning compiled by student or teachers that is comprised of a variety of examples of an individual students’ learning. This type of assessment may contain examples of a students work such as essays, worksheets, tests, self-evaluations, and even lists of learning goals. Product of Learning: A representation of what a student has learned.
This representation can take many forms forms a written response, such as an essay or question and answer sheet to a presentation or physical creation, such as a poster.Quiz (Test): A type of educational assessment comprised of a series of questions, such as multiple choice, question and answer, fill-in-the-blank, true or false. This type of assessment can be used for or of learning depending on how it is administered and how the results are used. When it is used in an informal manner or not graded they can inform the content and structure of future lessons and instruction.
Alternatively, it can be used to evaluate the sum of what students have learning from a unit of study or an entire program of study. Reliable Assessment: An approach to assessment that involves using multiple types of assessment to ensure that the results are consistent or match up with one another. For example, it is important that teachers use both formative and summative assessment, such as self when evaluating their students competencies and achievement of learning outcomes. Record Keeping: A function of assessment to track students’ progress towards achieving learning outcomes. Records are kept on individual students by a teacher and then become a part of a students ____ record which follow the student from grade to grade and school to school?Report Card: A type of summative assessment that outlines an individual student’s level of achievement for specific courses or programs of study. This type of assessment often includes grades for specific competencies and/or each program of study along with attendee records, and qualitative comments provided by a teacher.Rubric (Scoring Guide): A type of educational assessment that consists of a list of criteria that are often divided into ranges or rankings based on varying levels of student achievement or requirements for a task or product of student learning.
This type of assessment can be used by students to help them successfully create a high-quality product of learning and by teachers to score the products of learning that students produce.Self-Evaluation: A type of assessment that is completed by an individual student for the purposes of assessing their own personal level of achievement of learning outcomes. This type of assessment can take a variety of different forms such as a learning log, journal, self-scored rubric, or personal check-list. Student Learning Assessment: A type of assessment used to evaluate students’ level of achievement in relation to numeracy and literacy within the Grade 2 Alberta Program of Studies.
Teachers have the freedom to choose if and how they use this assessment. The goal of this assessment is to improve the quality of instruction and overall student learning experience for students in Grade 3 and subsequent grades. Summative Assessment: A type of formal educational assessment that evaluates the extent to which students have achieved the required learning outcomes occurs at the end of a course or program of study.
This type of assessment encompasses “assessments of learning”. The results of this type of assessment can be shared though report cards or transcripts and are often used to determine the kinds of courses and programs of study students are placed in going forward.Valid Assessment: An approach to assessment that involves using assessment tools that align with the specific competencies and learning outcomes being assessed. For example, a teacher would use a rubric to assess students’ presentation skills rather than a multiple choice test