What+is+Assessment

What is Assessment?
Assessment is a measurement tool which can be used for a variety of purposes, the results of these tools can be used to make informed decisions in regards to the practice/subject/object being assessed. More specifically in education, assessment is a measure (ex. tests, projects, quizzes, discussions, presentations, models, written work, etc.) which either explains what a student needs to accomplish (diagnostic), how a student is progressing throughout the unit, course, school year, etc. (formative), or what a student has learned throughout the unit, course, school year, etc. (summative).

What is the difference between assessment and testing?
Testing is done "to you" whereas assessment is done "for you". Furthermore, assessment is a tool provided to measure performance and achievement over the course of their educational careers. Assessments provide feedback that is often times continual and helpful to the student being assessed. Assessments are designed for a student to grow throughout their educational career. Tests are designed to primarily measure achievement, and though tests are a form of assessment, they typically are administered at the end of a unit, course, grade, etc. Tests are almost purely summative in nature and do not typically allow for a student to grow educationally as the learning has already taken place and will not necessarily reoccur.

What are the principles upon which good classroom assessment should be based?
Above all, assessment should serve to benefit the student with minimal negative effects. Assessments should be designed to be fair, and measure student needs without judgement or harmful consequences. The assessment tool should inform teacher, student, and administrator on what needs to be done to improve learning and instruction, and should measure multiple abilities, especially higher order thinking skills.

What is the Relationship of Assessment to Bloom’s Taxonomy?
As stated above, assessments should measure higher order thinking skills. This relationship can be articulated in terms of diagnostic, formative, and summative assessments in regards to scaffolding a students ability to use the higher order skills such as analysis, synthesis and evaluation. Students can be given a pre-test or diagnostic assessment to measure how effective they are at employing these skills, which a teacher might use to gain an understanding of the needs of an individual student. Students would then be given instruction throughout the school year that would build their capacity for these skills and be given multiple formative assessments throughout the year to measure their progress, providing feedback at each point along the way. Through these formative assessments a teacher might recognize any skills that still need refinement within their students, and reteach these skills. Finally through a summative assessment, student, teacher, and administrator can compare the results from the diagnostic assessment to the results of the summative assessment to view growth and areas of continued need of improvement. Results can also be analysed to assess whether the instruction used in scaffolding is effective or needs improvement in regards to Bloom's Taxonomy.