Formative Assessment

Understanding formative assessment requires examining multiple perspectives and considerations. Formative vs Summative Assessment - Eberly Center - Carnegie Mellon .... The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Assessment Basics - Eberly Center - Carnegie Mellon University. Building on this, however, you don’t have to be an assessment expert to employ sound practices to guide your teaching.

Here we present the basic concepts you need to know to become more systematic in your assessment planning and implementation: This perspective suggests that, align Assessments, Objectives, Instructional Strategies - Eberly Center .... Another key aspect involves, assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another. Grading vs Assessment - Eberly Center - Carnegie Mellon University.

In this context, the goal of assessment is to improve student learning. Although grading can play a role in assessment, assessment also involves many ungraded measures of student learning (such as concept maps and CATS). Using Classroom Assessment Techniques - Carnegie Mellon University. Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension.

They are generally used to assess students’ understanding of material in the current course, but with minor modifications they can also be used to gauge students’ knowledge coming into a course or program. Assess Teaching & Learning - Carnegie Mellon University. Equally important, if you’ve ever given an exam, led a discussion, or assigned a project – and used what you discovered about student learning to refine your teaching – you’ve engaged in assessment.

Frequent Low-Stakes Assignments - Carnegie Mellon University. This assessment strategy provides students with more frequent opportunities for practice and feedback over the course of the semester while offering instructors meaningful data points pertaining to students’ learning and overall progress. Assessing Prior Knowledge - Carnegie Mellon University. Self-assessment probes are indirect methods of assessment that ask students to reflect and comment on their level of knowledge and skill across a range of items.

These items can include knowledge and skills that are prerequisites for the course as well as items that will be addressed in the course. In relation to this, student Self-Assessment Methods Creating and Using Rubrics - Carnegie Mellon University. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric. In relation to this, examples and Tools - Eberly Center - Carnegie Mellon University.

In relation to this, one goal of this website is to share course- and program-level assessments that have been developed here at Carnegie Mellon. We encourage Carnegie Mellon instructors and programs to contribute additional assessments.