A graphic organizer is a visual representation of how concepts or components in a system relate to each other. A goal of this course is to develop
an easy reference of the forms and function of assessments in a graphical format that makes the most sense to you. The graphic should evolve as
you gather more information, so consider how additional elements may be incorporated.
Develop a graphic organizer that features standardized assessments, formative assessments, summative assessments, and self-assessments.
The graphic organizer should be a unique creation that reflects your understanding of the variety and multifunctionalities of different assessments.
Provide at least two examples for each assessment.
Describe when it is most appropriate to use each type of assessment. Provide examples and explanations.
Prepare your design as if it would appear on a school district�s staff development website. Make it visually engaging, informative, and interactive.
Most appropriate to use each type of
Achievement assessments are created to evaluate how deep and wide a
student has acquired in class based on a given area of study. An example
includes the Stanford-Binet Intelligence Scales employed to evaluate the
IQ, (Romberg, Wilson and Khaketla, 2011).
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Types of assessments are developed to evaluate the collective ability to
learn and to predict academic performances in the future. Some of these
assessments include the SAT that evaluates the word power or vocabulary
terminologies (Stenmark, 2012).
These are short directed assessments that present a quantitative data
concerning students in terms evaluating the student’s topic comprehension.
For instance, in the middle of a unit of algebra, a short contest can be given
to ascertain if learners have a grasp of the basics (Stenmark, 2012).
These are tiny papers on which learners are expected to ascribe or react to
a query before exiting into another class. For instance, if you read through
the responses and notice that student have a firm grasp of the concept, you
can advance on. The approach will certainly change if the opposite is the
truth (Romberg, Wilson and Khaketla, 2011).
Exams are used to quantify what students know and certainly what they do
not understand. In addition, they assess learning and also function as a
comparison for standards, such as class aggregates. They include scores,
which tend to suggest the quality of the curriculum.
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Graded projects are used periodically; they however, do not have
immediate influence on instructional quality. For instance, if the math
educator serves you with an algebra exam towards the end of the semester,
he/she may be able to understand your level of comprehension after
marking the exam .
Used to evaluate the performance with a view to improving skills and
abilities. For instance, if the school want to change using a certain
methodological approach in teaching students, a quantitative study can be
commissioned where students becomes respondents. The feedback
obtained through the questionnaire will help determine if the method
should be upheld or not (Romberg, Wilson and Khaketla, 2011).
Survey Used to obtain comprehensive performance appraisal in terms of
how a company is fairing on. The feedback helps the company to
change business strategy.
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Romberg, T.A., Wilson, L. & Mamphono Khaketla (2011). “The Alignment of Six Standardized Tests with NCTM Standards”, an
unpublished paper, University of Wisconsin-Madison. In Jean Kerr Stenmark (ed; 2010). Mathematics Assessment: Myths,
Models, Good Questions, and Practical Suggestions. The National Council of Teachers of Mathematics (NCTM)
Stenmark, J.K (2012). Mathematics Assessment: Myths, Models, Good Questions,