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Different Types of Assessment Methods

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Thomas A. Angelo and K. Patricia Cross's Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition), Jossey-Bass Publishers, 1993) has survived all these years because of solid research methodology and usefulness. Their ideas apply to online applications.

These authors differentiate between the different types of information one may want to know about learners, and then they offer unique insights about the different types of measures. Their book is a must-have for an ID's library.

PRIOR KNOWLEDGE, RECALL AND UNDERSTANDING

  • Background knowledge probe (to determine where to begin instruction, help learners acclimate to topic)
  • Focused listing (important points related to a topic)
  • Misconception/ preconception check (surface ideas that may hinder accurate further learning)
  • Empty or partial outlines (comprehension)
  • Memory matrix (categorization of ideas)
  • Minute paper (most important learning, what remains unanswered)
  • Muddiest or most confusing point (Angelo and Cross, pp. 119 - 158)

ANALYTICAL SKILLS, CRITICAL THINKING

  • Categorizing grid (explicit understanding of implicit categorizing of ideas, people, or objects)
  • Defining features matrix (presence or absence of defining features, + or - )
  • Pro and con grid (costs and benefits of an issue of mutual concern)
  • Content, form and function outlines (what, how and why of a mediated message for communications savvy)
  • Analytic memos (discipline-specific approaches, methods and techniques for simulation exercise) (Angelo and Cross, pp. 159 - 180)

SYNTHESIS & CREATIVE THINKING

  • One-sentence summary (concision and comprehensiveness regarding a lot of information)
  • Word journal (choice of a word to describe a short text and then a paragraph explaining the word choice)
  • Approximate analogies (A is to B as X is to Y)
  • Concept maps (drawings or diagrams)
  • Invented dialogues (interweaving of actual quotes from primary sources or reasonably invented quotes)
  • Annotated portfolios (student work and explanations/analyses of that work) (Angelo and Cross, pp. 181 - 212)

PROBLEM SOLVING & METACOGNITION

  • Problem recognition tasks (principles and techniques needed to solve problems)
  • What's the principle? (principles that cause problems, the use of principles to solve them)
  • Documented problem solutions (identifying steps needed to solve problems and then documenting those steps)
  • Audio and videotaped protocols (using videotaping to see how students solve problems) (Angelo and Cross, pp. 213 to 230)

SKILL IN APPLICATION & PERFORMANCE (conditional knowledge or "when and where" to apply knowledge)

  • Directed paraphrasing (ability to paraphrase difficult concepts)
  • Applications cards (possible relevance and applications of new knowledge)
  • Student-generated test questions (what students consider the most important learning)
  • Human tableau or class modeling (kinesthetic learning)
  • Paper or project prospectus (brief structured first-draft plan for a term paper or project) (pp. 231 - 256)

ATTITUDES AND VALUES

  • Classroom opinion polls (student preexisting opinions that may distort or block instruction)
  • Double-entry journals (relevant info on one column and personal responses on others)
  • Profiles of admirable individuals (choosing a role model from a field)
  • Everyday ethical dilemmas (identify personal values to course and field related ones)
  • Course-related self-confidence surveys (student sense of ability to learn relevant skills and materials) (Angelo and Cross, pp. 257 - 279)

SELF-AWARENESS AS LEARNERS

  • Focused autobiographical sketches (self-concept and self-awareness)
  • Interest/ knowledge/ skills checklists (student rating of interest re: set topics and his/her own respective levels of skill or knowledge)
  • Goal ranking and matching (degree of fit between student's personal learning goals and teacher's course-specific instructional goals and their respective rankings of the relative importance and difficulty of the goals)
  • Self-assessment of ways of learning (types of learning preferences) (Angelo and Cross, pp. 280 - 298)

COURSE-RELATED LEARNING, STUDY SKILLS and BEHAVIORS

  • Productive study-time logs ("thumbnail records" about how much time was spent on particular coursework)
  • Punctuated lectures (on-the-spot querying about how much students are learning from an online lecture or demonstration, for asynchronous online only)
  • Process analysis (actual steps students take to do academic work)
  • Diagnostic learning logs (main points understood, main points not understood) (Angelo and Cross, pp. 299 - 319)

REACTIONS TO TEACHERS & TEACHING

  • Chain notes (starting a word file and having people add to it in one long response)
  • Electronic mail feedback (questions posed about class with immediate response)
  • Teacher-designated feedback forms (mid-course adjustments)
  • Group instructional feedback technique ("What works? What doesn't? What can be done to improve it?")
  • Classroom assessment quality circles (grouped learners sharing insights online, discussion and collective insights forwarded to the class and instructor) (Angelo and Cross, pp. 320 - 342)

REACTIONS TO CLASS ACTIVITIES, ASSIGNMENTS & MATERIALS

  • RSQC2 (Recall, Summarize, Question, Comment, and Connect) (instructor recall of a session vs. a student's recall)
  • Group-work evaluations (assessment of cooperative learning)
  • Reading rating sheets (student evaluations of their own course readings)
  • Assignment assessments (learning value of the homework and projects from student perspective)
  • Exam evaluations (effectiveness of exams) (Angelo and Cross, pp. 343 - 361)

These are flexible and can be pretty much adjusted to any field based on instructor repurposing.

There are ideas for group assessments. Instructors may want to add student choice assessment pieces here; final grades may be extrapolated by learner selections of different assessments for their own portfolios of work.

Comments

LCD enclosures 5 years, 2 months ago

assessments are essential in education, so that we can evaluate were improvements need to be made. If we don't do this, students do not develop to the best of their talent.

weight 5 years, 2 months ago

The assessment station is an organizational structure teachers may use in arranging for the assessment of student progress. It usually refers to a place designated by the teacher for the specific purpose of allowing students, individually or in groups, to be assessed on knowledge and concept attainment, processes, skills, and attitudes.

women 5 years, 1 month ago

Competency-based assessment is very different to any other type of assessment. The specific skills and knowledge are assessed against specific performance criteria found in the competency standards.

National Flowers 5 years, 1 month ago

i think that the matter to have attention to us is PROBLEM SOLVING & METACOGNITION. because how can it be to be a good education if the student can do it's problem solving well. our job is not to lecture them. but to become a facilitator to encourage them to know by them self to solve the problem. but we must know well our student ability to give them appropriate problem to solve.

memory cards 5 years ago

yes, there are so many different types of assesment methods in world but most i like is learning by doing. thanks

midphase 5 years ago

It usually refers to a place designated by the teacher for the specific purpose of allowing students, individually or in groups, to be assessed on knowledge and concept attainment, processes, skills, and attitudes.

Personal trainers Frisco 4 years, 11 months ago

our job is not to lecture them. but to become a facilitator to encourage them to know by them self to solve the problem. but we must know well our student ability to give them appropriate problem to solve. I see Your articles is so great and useful for me, thanks for this great work and informative read

Eruditio Loginquitas 4 years, 11 months ago

Hello, Personal Trainers Frisco: I agree that it's important to tailor learning directly to the student based on where he or she is at in terms of understandings and skills.

Water fountain 4 years, 11 months ago

our job is not to lecture them. but to become a facilitator to encourage them to know by them self to solve the problem. but we must know well our student ability to give them appropriate problem to solve. Thanks for sharing this great article! That is very interesting Smile I love reading and I am always searching for informative information like this.

car games 4 years, 10 months ago

In my opinion, there are so many different types of assesment methods in the world so you have to choose your own method

cosmetic dentist boston 4 years, 10 months ago

It usually refers to a place designated by the teacher for the specific purpose of allowing students, individually or in groups, to be assessed on knowledge and concept attainment, processes, skills, and attitudes. This is interesting and informative post. Thanks for sharing it.

Lyrics 4 years, 10 months ago

Excellent info! That's what got me pass all my exams. our job is not to lecture them. but to become a facilitator to encourage them to know by them self to solve the problem. Thanks for sharing this information. It took a while to understand buy was an interesting read.

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yes, there are so many different types of assesment methods in world but most i like is learning by doing. good tips for student.. thanks for useful information

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i thought this info is very helpful. I ve been looking for that PROBLEM SOLVING & METACOGNITION and here it is. Thanks for these.

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good to know that the complicated strategical way in the assessment can be as simple as this. This is a good data for consult from.

Cool Shooting Games 3 years ago

Interesting... didn't know how much there was to being an educator. I like reading about the thought processes that go in to assessing student performance and progress.

Diminished Value 2 years, 1 month ago

These authors differentiate between the different types of information one may want to know about learners, and then they offer unique insights about the different types of measures. Their book is a must-have for an ID's library.

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