{"id":243,"date":"2021-04-09T16:20:17","date_gmt":"2021-04-09T20:20:17","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/?post_type=chapter&p=243"},"modified":"2023-07-13T13:54:56","modified_gmt":"2023-07-13T17:54:56","slug":"assessment-types","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/chapter\/assessment-types\/","title":{"raw":"Assessment Types","rendered":"Assessment Types"},"content":{"raw":"The key to assessment design towards the prevention of misconduct behaviours is to use a variety of assessment types. The main types of assessment include: 1. Diagnostic<\/strong>; 2. Formative<\/strong>; or 3. Summative assessments<\/strong>. These assessment types and their utility are described in the table below.\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n
Assessment Type<\/strong><\/h5>\r\n<\/td>\r\n
\r\n
Examples<\/strong><\/h5>\r\n<\/td>\r\n
\r\n
Advantage<\/strong><\/h5>\r\n<\/td>\r\n<\/tr>\r\n
\r\n

Diagnostic<\/strong><\/p>\r\n

Used to identify prior knowledge, and\/or skill level and capabilities<\/p>\r\n<\/td>\r\n

\r\n
    \r\n \t
  • Pre-tests<\/li>\r\n \t
  • Self-assessments<\/li>\r\n \t
  • F2F or online discussion responses<\/li>\r\n \t
  • Interviews<\/li>\r\n \t
  • Observations<\/li>\r\n \t
  • Polling<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n

Diagnostic assessments can help to identify gaps in knowledge and misconceptions.<\/p>\r\n

Having a sense of the strengths and weaknesses of the learner(s) can help instructors plan and focus lessons and assessments<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Formative<\/strong>\r\n\r\nUsed to monitor student progress, and provides feedback during the assessment process<\/td>\r\n\r\n
    \r\n \t
  • Observations during in-class activities or presentations<\/li>\r\n \t
  • Homework exercises<\/li>\r\n \t
  • Reflections journals<\/li>\r\n \t
  • Question and answer sessions<\/li>\r\n \t
  • Instructor\/student meetings<\/li>\r\n \t
  • Student self-evaluation of performance and progress<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n
\r\n

Formative assessment provides feedback during the teaching and learning process so that students can use the feedback as learning and improve their performance as the course progresses.<\/p>\r\n

Formative assessment also measures the progress of the instructor and may highlight areas that require additional focus or less time.<\/p>\r\n\r\n<\/div>\r\n

\r\n
<\/div>\r\n<\/div><\/td>\r\n<\/tr>\r\n
Summative<\/strong>\r\n\r\nUsed to assess knowledge and skill acquisition or performance at the end of the learning process.<\/td>\r\n\r\n
    \r\n \t
  • Examinations<\/li>\r\n \t
  • Term papers*<\/li>\r\n \t
  • Projects *<\/li>\r\n \t
  • Portfolios* Performances<\/li>\r\n<\/ul>\r\n*could also be assessed during development as a formative assessment<\/sub><\/td>\r\n
Summative assessment evaluates the final product of teaching and learning. The outcome of a summative assessment is normally a fraction of a final grade that determines whether a student will progress in their course of study.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"

The key to assessment design towards the prevention of misconduct behaviours is to use a variety of assessment types. The main types of assessment include: 1. Diagnostic<\/strong>; 2. Formative<\/strong>; or 3. Summative assessments<\/strong>. These assessment types and their utility are described in the table below.<\/p>\n\n\n\n\n\n\n
\n
Assessment Type<\/strong><\/h5>\n<\/td>\n
\n
Examples<\/strong><\/h5>\n<\/td>\n
\n
Advantage<\/strong><\/h5>\n<\/td>\n<\/tr>\n
\n

Diagnostic<\/strong><\/p>\n

Used to identify prior knowledge, and\/or skill level and capabilities<\/p>\n<\/td>\n

\n
    \n
  • Pre-tests<\/li>\n
  • Self-assessments<\/li>\n
  • F2F or online discussion responses<\/li>\n
  • Interviews<\/li>\n
  • Observations<\/li>\n
  • Polling<\/li>\n<\/ul>\n<\/td>\n
\n

Diagnostic assessments can help to identify gaps in knowledge and misconceptions.<\/p>\n

Having a sense of the strengths and weaknesses of the learner(s) can help instructors plan and focus lessons and assessments<\/p>\n<\/td>\n<\/tr>\n

Formative<\/strong><\/p>\n

Used to monitor student progress, and provides feedback during the assessment process<\/td>\n

\n
    \n
  • Observations during in-class activities or presentations<\/li>\n
  • Homework exercises<\/li>\n
  • Reflections journals<\/li>\n
  • Question and answer sessions<\/li>\n
  • Instructor\/student meetings<\/li>\n
  • Student self-evaluation of performance and progress<\/li>\n<\/ul>\n<\/td>\n
\n
\n

Formative assessment provides feedback during the teaching and learning process so that students can use the feedback as learning and improve their performance as the course progresses.<\/p>\n

Formative assessment also measures the progress of the instructor and may highlight areas that require additional focus or less time.<\/p>\n<\/div>\n

\n
<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
Summative<\/strong><\/p>\n

Used to assess knowledge and skill acquisition or performance at the end of the learning process.<\/td>\n

\n
    \n
  • Examinations<\/li>\n
  • Term papers*<\/li>\n
  • Projects *<\/li>\n
  • Portfolios* Performances<\/li>\n<\/ul>\n

    *could also be assessed during development as a formative assessment<\/sub><\/td>\n

Summative assessment evaluates the final product of teaching and learning. The outcome of a summative assessment is normally a fraction of a final grade that determines whether a student will progress in their course of study.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":1133,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["jessica-kalra"],"pb_section_license":""},"chapter-type":[48],"contributor":[60],"license":[],"class_list":["post-243","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-jessica-kalra"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/users\/1133"}],"version-history":[{"count":19,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions"}],"predecessor-version":[{"id":339,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions\/339"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/parts\/212"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/243\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/media?parent=243"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/chapter-type?post=243"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/contributor?post=243"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/license?post=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}