This document discusses various types of assessments used in education including formative, summative, screening, diagnostic, progress monitoring, and outcome measures assessments. Formative assessments are ongoing and used to improve instruction, while summative assessments evaluate programs at the end of a term. Screening assessments determine if further testing is needed, and diagnostic assessments identify student strengths and weaknesses. Progress monitoring tracks student learning over time. Outcome measures assess program effectiveness. The document also describes individual student analytics and large group statistics provided by assessment results.

1. Web 2.0
Assessment
Presentation
Heather Miles
St. Leo University

2. Presentation Content
 Definition
of Assessments
 Types and uses of Assessments
 Statistical Information Assessments Provide

3. Definition of an Assessment
 An
assessment can be defined as using
information to improve learning.
 Assessments should be ongoing and to
help educators understand student
learning.

4. Formative Assessments
 Formative
assessments are on-going
assessments, reviews, and observations in a
classroom.
 Teachers use formative assessment to
improve instructional methods and student
feedback throughout the teaching and
learning process.
 Examples include quizzes, essays, lab reports,
and diagnostic tests.

5. Summative Assessments



Summative assessments are typically used to
evaluate the effectiveness of instructional
programs and services at the end of an
academic year or at a pre-determined time.
The goal of summative assessments is to make
a judgment of student competency after an
instructional phase is complete.
Examples include final exams, statewide tests
(FCAT), national tests (AP or IB exams), and
entrance exams (SAT or ACT).

6. Screening Assessments
 These
assessments are used to determine
if further assessments are needed or to
measure if students are progressing as
expected.

7. Diagnostic Assessments
 These
assessments are given to students
to identify areas of mastery and areas of
concern.
 Diagnostic assessments are norm
referenced. At my school, students take
the ERB test annually which ranks their
mastery against students from around the
nation.

8. Progress Monitoring
Assessments



Progress monitoring assessments measure
essential skills that children learn in reading,
writing and math.
Such assessments are given over time to not
only document students' level of
performance, but also their rate of learning.
Both types of information are essential to
determining if the intervention is helping the
student reach grade-level expectations.

9. Outcome Measures
Assessments
 These
assessments document the process
of monitoring, or gathering data which,
when analyzed reveals how effective
teachers or schools are at achieving their
desired outcomes.

10. Individual Assessment
Analytics
 Overall
score of thinking ability
 A categorical interpretation of the
strength of the overall Score and scale
scores
 A norm-referenced percentile ranking
 Scale scores to indicate which of the skills
areas are particularly strong and which
are weaker and require attention.

11. Large Group Assessment
Analytic





Assessment results provide schools and/ or districts with
descriptive statistics and/or graphic representation of
overall scores and scale scores for the group.
Descriptive graphics and representations include size of the
group, mean, median, standard deviation, standard error
of the mean, lowest score, highest score, first quartile score
and third quartile score.
Descriptive statistics of the demographic characteristics of
the test-taker group.
The average percentile of group as compared to a preselected external norm group.
The ERB test is given to students grades 3 -8 at my school
and the results provide all of the above.