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Formative Assessment
This refers to ongoing evaluations aimed at monitoring student learning and providing continuous feedback. The goal is to identify strengths and areas for improvement, thereby enhancing learning and informing instructional adjustments.
Summative Assessment
These are evaluations conducted at the end of an instructional period to measure the extent of student learning against predefined standards or benchmarks. Examples include final exams and end-of-term projects.
Diagnostic Assessment
This type of assessment is used to identify students' existing knowledge, skills, and abilities before instruction begins. It helps educators tailor their teaching strategies to meet students' needs.
Assessment for Learning
Assessment practices that actively involve students in the learning process, encouraging self-assessment and reflection to promote deeper understanding.
Reliability
This refers to the consistency of an assessment's results. A reliable assessment yields stable and consistent outcomes over repeated administrations under similar conditions.
Validity
This pertains to the degree to which an assessment accurately measures what it is intended to measure. A valid assessment ensures that the inferences and decisions based on its results are appropriate and meaningful.
High-Stakes Testing
These are assessments used to make significant decisions about students, educators, schools, or districts, often tied to accountability measures. High-stakes tests can influence funding, evaluations, and policy decisions.
Low-Stakes Testing
Assessments that carry minimal or no consequences for the test-taker. They are often used to monitor progress and inform instruction without significant implications.
Response to Intervention (RtI)
A multi-tier approach to the early identification and support of students with learning and behavior needs. RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement.
Literacy Backgrounds
Understanding ELLs' prior literacy experiences in their native language and in English is crucial. This knowledge helps educators tailor instruction to build on existing skills and address specific needs.
Predictability Logs
Tools used to assess ELLs' literacy backgrounds by documenting patterns in their language use, reading habits, and writing practices. These logs assist teachers in identifying areas where students may need additional support.
Nontraditional Assessments
Assessment methods beyond standard tests, such as observations, journals, portfolios, and self-assessments. These approaches provide a more comprehensive view of ELLs' literacy strengths and areas for growth.
Assessment Modifications
Adjustments made to traditional assessments to ensure they accurately reflect ELLs' knowledge and skills. This can include simplifying language, providing extra time, or allowing the use of bilingual dictionaries.
Authentic Performance-Based Assessments
Evaluations that require students to apply their knowledge in real-world tasks, such as projects or presentations. These assessments are particularly effective for ELLs, as they allow demonstration of learning in meaningful contexts.
Formative Data
Information gathered through ongoing assessments that inform instructional decisions. For ELLs, formative data helps educators adjust teaching strategies to better support language development and literacy acquisition.
Fairness
Fairness in assessment refers to the principle that all students should have an equal opportunity to demonstrate their knowledge and abilities. A fair assessment ensures that no student is disadvantaged due to factors such as language background, cultural differences, disabilities, or test bias.
Dynamic Assessment
is an interactive approach to assessment that focuses on a learner’s ability to improve performance when given guidance and support. It is rooted in Vygotsky’s Zone of Proximal Development (ZPD) and differs from traditional assessments by emphasizing learning potential rather than just measuring what a student already knows.
Traditional Assessments
Standardized tests and formal evaluations commonly used in educational settings. When administering these to ELLs, it's important to consider language barriers and cultural differences that may affect performance.
Interim Assessments
These are assessments administered at various intervals throughout the instructional period to evaluate student understanding and inform instruction before summative assessments.
Assessment of Learning
Involves making judgments about students’ summative achievements, often for the purpose of certification or progression.