Weeks+1++&++2++Introductory+Questions

=Introductory Questions: Weeks 1 & 2=

=**//__What is Assessment?__//**=
 * //There are three types of assessment://**


 * **//__Diagnostic Assessment__// which takes place prior to instruction; designed to determine a student's attitude skills or knowledge in order to identify student needs.**
 * __**//Formative Assessment//**__ **which is designed to provide direction for improvement and/or adjustment to a program for individual students or or a whole class, i.e., observation, quizzes, homework, instructional questions, initial drafts/attempts.**
 * __**//Summative Assessment//**__ **is designed to provide information to be used in making a judgment about a student's achievement at the end of a sequence of instruction, i.e., final drafts/attempts, tests, exams, assignments, projects, performances**
 * __//These are the characteristics of assessments that improve learning://__**
 * **//I//t's embedded in a view of teaching and learning of which it is an essential part**
 * **It involves sharing goals with students**
 * **It aims to help students to know and recognize the standards they are aiming for**
 * **It involves students in self assessment**
 * **It provides feedback which leads to students recognizing their next steps and how to take them**
 * **It is underpinned by confidence that every student can improve**
 * **It involves both teacher and students reviewing and reflecting on assessment data**

=//__What's the Difference Between Assessment and Testing?__//=
 * //__Testing__ i//s a single snapshot of performance on one given day. It is used to check for understanding at the end of instruction. A test is used to judge a student's or a group's final performance in a given area and can be used to compare student skills, abilities and proficiency levels. Testing is a type of summative assessment. Testing can be standardized and yield standard scores, normative curve equivalent, scaled scores and standard deviations. Testing can result in educational placements, based on criteria.**
 * //__Assessment__// provides a direction for improvement, is ongoing over a period of time, and determines student's skills in order to identify student needs. Assessments help students to develop goals by recognizing the skills they are aiming for. Assessments provide feedback which helps students understand the next steps they need to take, and assessment involves reflection by both teacher and student.**

=**//__What are the Principles Upon Which Good Classroom Assessment Should be Based?__//**=

//__From the Practitioners:__//
**//__From the Researchers:__//**
 * **Students should be at the center of the assessment process: Assessments should maximize student benefits with a minimum of negative side effects.**
 * **The primary purpose of assessment should be to provide information on student strengths and weaknesses in order to guide student improvement.**
 * **Assessment information should not be used for political or judgmental purposes especially if doing so may cause harm to students or to the ability of teachers to teach effectively.**
 * **Assessment and evaluation procedures should be fair to all students.**
 * **Assessment should start with self-assessment and allow for contribution by all interested parties including the community**
 * **The effects of assessment on student motivation should be carefully considered.**
 * **Assessment should be equally concerned with higher level thinking skills, skill application, content investigation and analysis, and discussion of complex issues.**
 * **Emphasis should be placed on reporting student growth and progress rather than student comparisons.**
 * **The selection, presentation and distribution of assessment information must consider all of the above principles.**
 * **//__Reliability:__// Assessors acting independently, using the same criteria, will come to the same judgment about a given piece of work.**
 * **__//Validity://__ Does the assessed task actually assess what it is intended to assess?**
 * **//__Relevance:__// Is there a sense of "real purpose" to the assessment?**
 * **//__Transferability:__// Does the assessment enable the student to transfer knowledge and/or skills from one context to another?**

=//__What is the Relationship of Assessment to Bloom's Taxonomy?__//=
 * Bloom's Taxonomy provides a useful framework with which meaningful assessments can be developed. Educators can develop different types of assessments based on purpose using the Taxonomy's framework of knowledge, comprehension, application, analysis, synthesis, and evaluation.**