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Besides a score, which gives quantitative data about how much of the material tested a students has mastered, information about student misconceptions can be determined by analyzing which distractors they chose and why.
Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught.
This type of learning is often low-stakes and ungraded.
It’s used as a way for the teacher to see if the student is making progress toward the end goal of mastering the skill.
The Glossary of Education Reform gives this great overview of what high-stakes testing is and how it impacts students, teachers, and schools.
Basically, high-stakes testing has consequences for the test-takers and givers—sometimes in the form of a high school diploma, grade advancement, and even teachers’ salaries.
We’ll also explore some more unique ways to monitor your students’ understanding and progress.
Teachers use formative assessment techniques to monitor student learning so that they can provide feedback or help along the way.
Both diagnostic and summative assessments can be used as formative assessment.
Some students may already be experts in a given topic, while others may be missing foundational skills that are key to mastery.
Many teachers use the same diagnostic assessment as a formative or summative assessment later into the unit to compare a student’s score at the beginning, middle, and end of instruction.