TYPES OF ASSESSMENT

TYPES OF ASSESSMENT

1. The Diagnostic Evaluation

   • Is the instrument that allows us to recognize the skills and knowledge that have been acquired throughout life. In this type of assessment there are multiple-choice questions that correspond to the modules of the initial and intermediate level (primary) and the advanced level (secondary).
     • 5 types of evaluation or activities which could be applied:
       • 1. Introductory focal activity Example: An example of an introductory focal activity to consider before discussing conductive or insulating materials is to wrap a piece of ice in aluminum foil and another in a piece of thick cloth (judged by themselves as "hot cloth") and encourage trainees to predict which one will melt first and why they think it will.
         • 2. Guided discussion Example / application guide: -Be clear about the objectives of the discussion, as well as where you want to lead it: activate and encourage the sharing of relevant prior knowledge that will serve to learn new content. -Start the discussion by introducing in a general way the central theme of the new learning content requesting the participation of the students about what they know about it. Encourage a large number of students to participate, so that others listen and become actively involved.
           • 3. Activity generating prior information Example / Application Guide: -Enter the subject of central interest. -Ask the students to write down all or a certain number of ideas on this topic (for example, 5 or 10) that they know in relation to it. Students can participate in this task individually, in small teams, or with the whole group. Even if students already know how to make concept maps or some familiar graphical representation, they are asked to create one using the ideas on the list (especially when done individually or in small groups). Set a limited time for homework completion.
             • 4. Objectives or intentions (statements that clearly describe the learning activities and the intended effects on student learning at the end of an experience, session, episode or school year). Example / Application Guide: -Make sure they are formulated clearly, indicating the activity, the contents and! o the evaluation criteria (emphasize each of them according to what you try to achieve in the students). Use an appropriate vocabulary for the learners and ask them to give their interpretation to check whether or not it is correct. -Encourage students to approach the objectives before starting any teaching or learning activity.
               • 5. Analogías Ejemplo: Los alumnos seleccionan un objeto próximo a él, un elemento de la naturaleza y un nombre abstracto que simbolice para ellos la tecnología. Posteriormente deben justificar sus elecciones.

2. Formative assessment

   • Is an assessment modality that takes place during the teaching-learning process and whose purpose is to detect difficulties, but also the progress of students.
     • Activities which could be applied:
       • 1. Brainstorming Example: Students write on a sheet what they know about the growth of the world population and then participate in the discussion of ideas led by the teacher to recognize and compare with those of their classmates.
         • 2.Observation (using checklist) Example: The student acts in a specific situation, such as reading silently for 10 minutes, while the teacher records, in a checklist, aspects of his behavior: concentrates easily, consults the dictionary, stops before complex words when reading, etc.
           • 3.Concept map Example: The student develops a conceptual map of the nervous system: structure, functions, main components.
             • 4.Inquisitive roulette Example: Students form two circles, one inner and one outer with the same amount. The students in the outer circle look inward, and those in the inner circle outward, begin to turn the circles in the opposite direction, and after a clap from the teacher they stop, the students who appear together will answer each other the questions made by the teacher. At the end of the round of questions, the answers obtained are shared.
               • 5. Bingo Example: Students take a sheet with questions (previously designed by the teacher) about previous ideas they may have about the topic to be worked on. They interview different classmates using the questions on the sheet. Those who finish first will yell bingo! Later the students meet in teams, share the information retrieved and give each other feedback. One member of each team tells the rest of the colleagues the most important ideas they have recovered. I hope the information has been useful to you!

3. Summative assessment

   • It is that carried out after a period of learning, or at the completion of a program or course. This evaluation is intended to qualify based on performance, award certification, determine and report on performance level reached to students, parents, institution, teachers, etc.
     • 1.Practical jobs The practical work seeks to measure learning about a certain subject in a more objective way, observing the knowledge acquired by students through the completion of a practical task.
       • 2. Midterm exam This type of test is carried out when the teaching of a certain topic has been completed, within the context of a broader subject. The frequency with which midterms are taken varies from subject to subject: they can range from daily tests to tests that are administered once every several months.
         • 3.Final project At the end of certain educational periods - such as a university degree or a doctorate - it is necessary to present a project that condenses the knowledge acquired throughout all the previous years. This project is usually much more complex than simple practical work, and in many cases it can take months or years of work.
           • 4.Oral presentation This assessment tool has the peculiarity that it serves not only to assess the knowledge acquired by students during the course of the educational process, but also their communication and exposure skills.
             • 5.Midterm exam This type of test is carried out when the teaching of a certain topic has been completed, within the context of a broader subject. The frequency with which midterms are taken varies from subject to subject: they can range from daily tests to tests that are administered once every several months.

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