Diagnostic, Formative and Summative Assessment | Origin: EL106
This is a general discussion forum for the following learning topic:
Evaluating Student Learning in Online Courses --> Diagnostic, Formative and Summative Assessment
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Pre and post tests can be your best friend as it offers students the ability to see what they learned.
If students are given diagnostic pre-assessments, it helps the instructor obtains information about their students. It gives the instructor prior knowledge, skills, and/or misconceptions before the course begins or before a learning activity.
La evaluación diagnóstica y la evaluación formativa como procesos de evaluación contína. Ambas ofrecen retroalimentación del proceso de aprendizaje. La evaluación sumativa responde a la valoración del resultado del aprendizaje.
Initial assessments are always great to understand where the student may struggle or understand. Assessments throughout the course, allows the instructor to give better input on a particular topic.
Diagnostics are pre existing knowledge while formative assessment is a current understanding of material being taught.
Learned more about different types of assessments and the best times to apply them
I learned the dynamics of online learning and how to assess the students with great communication.
I think it is important that instructors must assess and evaluate students' work on a regular basis to determine if a growth in learning is being achieved. Feedback is essential.
It is important that teachers must assess and evaluate students' work on a regular basis to determine if a growth in learning is being achieved.
Bloom's Taxonomy keeps cropping up throughout these modules.
Assessment is process-focused and ongoing whereas evaluation is product-focused. Summative assessments can be used as an evaluation of a student's understanding at the conclusion of a course.
La evaluación formativa debe ser continua
At the beginning of my program, we do a diagnostic assessment in the two areas: computer literacy and the pre-release program. We call these "pre-tests." At the end is a summative assessment which we call a post-test, but only on the pre-release program. The only thing we do not do is adjust he program based on the scores. They are essentially used to evaluate whether I am teaching the material correctly (resulting in increased scores). I doubt it really aides the student since they all get credit for the program regardless of scores. I am very good at formative assessment. Several of my lessons have time devoted to discussion or reviews of what they remmeber. I might try the "think-pair-share" for this.
Diagnostic assessment and formative assessment overlap; these include: 1) pre-test, 2) muddiest point, and 3) the 1-2-3- list (meaning three things you need to know to produce something).
Bloom's Revised Taxonomy is a great way to evaluate students by creating evaluations that align with the objectives and outcomes of the course. It is also a great way to scaffold learning in a course, but starting out with knowledge-based questions, and advancing in complexity as the students progress in the course.
Always good to be reminded. Sometimes we get stuck in the most popular
This was a helpful look into different assessment types.
I learned the difference between diagnostic, formative and summative assessments. Using all three together would benefit the student by addressing individual needs through diagnostic, ongoing feedback through formative and evaluating overall acheivement through summative assessment.
Comment on Joseph Renfroe's post: Joe you make good points about knowledge and skills
