- Informal Assessment- When a student asks a question such as "What do squirrels eat?" because they see a squirrel on the playground,and the teacher explains that a squirrel eats nuts. Then the teacher could play off of their interest and ask the students how they think squirrels get nuts during the winter? This keeps the students interested as well as thinking critically.
- Authentic Assessment- This could be assessing if a child can tie their shoes, tell time, making change or anything that is a "real world" skill. For telling time, not only will students need to be able to tell time in the real world, but it will also asses their ability to count by fives.
- Norm-Referenced Assessment- An example of this would be the TCAPs in Tennessee. It is a standardized test that compares how a teacher's students, a whole grade, or a whole school's students compare to other students, grades, or schools.
- Teacher-Developed Assessment- An example of this could be a test made by the teacher to see how well students understood the math lessons from a particular unit. This could be helpful because it will show exactly which students need work in specific areas, or if the class as a whole did not understand a particular concept.
- Performance Assessment- An example could be a book report that is acted out in front of the class that must explain the plot of the book. This not only tests students on their comprehension of the book, but also tests them on their understanding of the different aspects of a plot.
I think there are advantages to both criterion-referenced and norm-referenced assessments. It is important to know how well the students know information and what exactly they do not know, but it is also important to make sure that students are doing well in comparison to their peers in order to prepare them for the next step in their academic careers. Ideally, there would be an easy way to combine both.
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