standards-based assessment

To see if a learner can meet the requirements based on memorization of data and facts. -think true false, multiple choice etc.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

Traditional Assessment

To see if a learner can meet the requirements based on memorization of data and facts. -think true false, multiple choice etc.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

Comprehensive-type assessments

-Monitor academic progress and achievement -These assessments include benchmark, formative, summative and diagnostic.

To see if a learner can meet the requirements based on memorization of data and facts. -think true false, multiple choice etc.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn Can be both formative and summative

To see if a learner can meet the requirements based on memorization of data and facts. -think true false, multiple choice etc.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

does not look at learners' actual work but instead uses information gathered from other sources.

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn Can be both formative and summative

confidence-based assessment

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

does not look at learners' actual work but instead uses information gathered from other sources.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn Can be both formative and summative

Project-Based Assessment

a concrete way to assess the learner other than a test. Creative outlets also open the door to all learning types in this method. the directions and expectations must be clear. Any grading rubrics and other criteria should be shared at the start of the project

does not look at learners' actual work but instead uses information gathered from other sources.

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn Can be both formative and summative

Reflection-Focused Assessment

allows the learner to look back and reflect on the learning experiences.

does not look at learners' actual work but instead uses information gathered from other sources.

a concrete way to assess the learner other than a test. Creative outlets also open the door to all learning types in this method. the directions and expectations must be clear. Any grading rubrics and other criteria should be shared at the start of the project

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn Can be both formative and summative

This level of learning requires students to recall knowledge learned before proceeding to the next level. Memorization Describe, relate, tell, find

This is a level where students comprehend information presented verbally or in written or graphic form and are able to explain it. Decode information Outline, explain, predict

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify. Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have. Examining and breaking down information Compare, explain, categorize