D293 - Assessment and Learning Analytics
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1. Diagnostic (As- often referred to as pre-assessment, is designed to test a learner's knowledge
sessment Type) BEFORE they begin an eLearning activity
2. Formative (As- a planned, ongoing process used by all students and teachers during learning
sessment Type) and teaching to elicit and use evidence of student learning to improve student
understanding of intended disciplinary learning outcomes and support students
to become self-directed learners.
3. Summative (As- in eLearning is used to determine whether or not a learner achieved the learning
sessment Type) objectives and reached the desired level of proficiency. Typically, a summative
assessment is administered at the end of an eLearning course, and provides
learners with a final grade, in contrast to formative assessment, which identify areas
that may need improvement and pinpoint their strengths DURING the eLearning
course.
4. What are the 3 Diagnostic - Before lesson starts
types of assess- Formative - During lesson
ment? Summative - At Lesson's end
5. Competen- Focus on skills more than knowledge
cy-Based Purpose: To see if a learner can perform the kind of skill needed for the workplace.
(Assessment Ex: Cooking a meal - you are demonstrating the skills you've learned.
Strategy) Learning Goal Example: Learners will be able to cook a steak.
6. Criterion-Refer- Individual assessment (not compared to others) and set to meet objectives.
enced Purpose: To see if a learner has met predetermined milestones and requirements.
(Assessment Ex: Doing a driver's test - You are demonstrating skills but are not being compared
Strategy) to others, just to the standard or objective you need to reach.
Learning Goal Example: Learners will be able to demonstrate that can drive safely
while also following the rules.
7. Ipsative (Assess- Motivate students based on their own growth. Progress bar.
ment Strategy) Purpose: To see if a learner has improved based on previous knowledge.
, D293 - Assessment and Learning Analytics
Study online at https://quizlet.com/_gqy6na
Ex: Taking a fitness exam and showing you can do more pushups than when you
started - You are being compared against yourself to show learning growth.
Learning Goal Example: Learners will continue to increase physical skills like
pushups.
8. Norm-Refer- Compare learners against each other and defines success based on how others
enced are doing. Uses a bell curve.
(Assessment Purpose: To see how a learner's work compares to the average work completed by
Strategy) a similar group of learners.
Ex: SAT and ACT and most IQ tests.
Learning Goal Example: Learners will be able to identify and solve engineering
problems that may occur in the field.
9. Standards-Based Similar to criterion-referenced but not exactly the same. Criterion-referenced is
(Assessment criterion that is referenced to, while standard-based is based on the standard
Strategy) being met.
Purpose: To see if a learner can meet requirements and have a mastery of knowl-
edge based on a predetermined standard.
Ex: State Standardized Test
Learning Goal Example: Learners will master grade-level mathematics.
10. Traditional (As- Boring and rote. The typical or traditional way teachers assess students. Also
sessment Strate- typically features one right answer, even for written questions.
gy) Purpose: To see if a learner can meet the requirements based on memorization of
data and facts.
Ex: Multiple ChoiceTrue/False
Learning Goal Example: Learners will be able to describe and identify parts of the
human nervous system.
11. What are the 6 as- - Competency-Based: Skills more than knowledge
sessment strate- - Criterion-Referenced: Focused on meeting criteria
gies? - Norm-Referenced: Bell-curve, bases score on overall group
- Ipsative: Motivation based, shows students improvement
, D293 - Assessment and Learning Analytics
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- Standards-Based: Focused on meeting standards
- Traditional: Multiple Choice, True-False
12. Comprehen- Comprehensive assessment entails the whole system of assessing student under-
sive-Type standing as a mechanism to improve teaching and learning.
(Assessment Students demonstrate knowledge directly.
Method) Comprehensive-type assessments provide various ways for the instructor to mon-
itor a learner's academic achievement and progress. These assessments include
benchmark, formative, summative and diagnostic.
Ex: Chapter Test
Sample Learning Objective: Learners will be able to demonstrate a knowledge of
World War II.
13. Direct (Assess- A professional makes a decision regarding what a student learned and how well it
ment Method) was learned.
Direct measures student knowledge or skills.
Direct assessments are used to evaluate a learner's understanding of a concept,
achievement of a learning objective, or completion of a goal. The instructor evalu-
ates the learner's work to reach a conclusion about the learner's achievements.
Direct assessment involves evaluating work produced by a learner. Formative
assessments such as weekly quizzes and worksheets are examples of direct assess-
ment. Summative assessments such as capstone projects, presentations, essays,
and tests are also examples of direct assessment. Learners must demonstrate
knowledge to the evaluator.
Ex: Term Paper
Sample Learning Objective: Learners will be able to dissect and interpret classical
literature
14. Discussion Board Discussion boards allow learners to create posts (in writing, audio, or video) on
(Assessment topics relevant to a course's learning objectives. When used well, a discussion
Method) board can create a sense of community, increase collaboration among learners,
and deepen thinking, analysis, use of evidence, and other skills. A discussion
Study online at https://quizlet.com/_gqy6na
1. Diagnostic (As- often referred to as pre-assessment, is designed to test a learner's knowledge
sessment Type) BEFORE they begin an eLearning activity
2. Formative (As- a planned, ongoing process used by all students and teachers during learning
sessment Type) and teaching to elicit and use evidence of student learning to improve student
understanding of intended disciplinary learning outcomes and support students
to become self-directed learners.
3. Summative (As- in eLearning is used to determine whether or not a learner achieved the learning
sessment Type) objectives and reached the desired level of proficiency. Typically, a summative
assessment is administered at the end of an eLearning course, and provides
learners with a final grade, in contrast to formative assessment, which identify areas
that may need improvement and pinpoint their strengths DURING the eLearning
course.
4. What are the 3 Diagnostic - Before lesson starts
types of assess- Formative - During lesson
ment? Summative - At Lesson's end
5. Competen- Focus on skills more than knowledge
cy-Based Purpose: To see if a learner can perform the kind of skill needed for the workplace.
(Assessment Ex: Cooking a meal - you are demonstrating the skills you've learned.
Strategy) Learning Goal Example: Learners will be able to cook a steak.
6. Criterion-Refer- Individual assessment (not compared to others) and set to meet objectives.
enced Purpose: To see if a learner has met predetermined milestones and requirements.
(Assessment Ex: Doing a driver's test - You are demonstrating skills but are not being compared
Strategy) to others, just to the standard or objective you need to reach.
Learning Goal Example: Learners will be able to demonstrate that can drive safely
while also following the rules.
7. Ipsative (Assess- Motivate students based on their own growth. Progress bar.
ment Strategy) Purpose: To see if a learner has improved based on previous knowledge.
, D293 - Assessment and Learning Analytics
Study online at https://quizlet.com/_gqy6na
Ex: Taking a fitness exam and showing you can do more pushups than when you
started - You are being compared against yourself to show learning growth.
Learning Goal Example: Learners will continue to increase physical skills like
pushups.
8. Norm-Refer- Compare learners against each other and defines success based on how others
enced are doing. Uses a bell curve.
(Assessment Purpose: To see how a learner's work compares to the average work completed by
Strategy) a similar group of learners.
Ex: SAT and ACT and most IQ tests.
Learning Goal Example: Learners will be able to identify and solve engineering
problems that may occur in the field.
9. Standards-Based Similar to criterion-referenced but not exactly the same. Criterion-referenced is
(Assessment criterion that is referenced to, while standard-based is based on the standard
Strategy) being met.
Purpose: To see if a learner can meet requirements and have a mastery of knowl-
edge based on a predetermined standard.
Ex: State Standardized Test
Learning Goal Example: Learners will master grade-level mathematics.
10. Traditional (As- Boring and rote. The typical or traditional way teachers assess students. Also
sessment Strate- typically features one right answer, even for written questions.
gy) Purpose: To see if a learner can meet the requirements based on memorization of
data and facts.
Ex: Multiple ChoiceTrue/False
Learning Goal Example: Learners will be able to describe and identify parts of the
human nervous system.
11. What are the 6 as- - Competency-Based: Skills more than knowledge
sessment strate- - Criterion-Referenced: Focused on meeting criteria
gies? - Norm-Referenced: Bell-curve, bases score on overall group
- Ipsative: Motivation based, shows students improvement
, D293 - Assessment and Learning Analytics
Study online at https://quizlet.com/_gqy6na
- Standards-Based: Focused on meeting standards
- Traditional: Multiple Choice, True-False
12. Comprehen- Comprehensive assessment entails the whole system of assessing student under-
sive-Type standing as a mechanism to improve teaching and learning.
(Assessment Students demonstrate knowledge directly.
Method) Comprehensive-type assessments provide various ways for the instructor to mon-
itor a learner's academic achievement and progress. These assessments include
benchmark, formative, summative and diagnostic.
Ex: Chapter Test
Sample Learning Objective: Learners will be able to demonstrate a knowledge of
World War II.
13. Direct (Assess- A professional makes a decision regarding what a student learned and how well it
ment Method) was learned.
Direct measures student knowledge or skills.
Direct assessments are used to evaluate a learner's understanding of a concept,
achievement of a learning objective, or completion of a goal. The instructor evalu-
ates the learner's work to reach a conclusion about the learner's achievements.
Direct assessment involves evaluating work produced by a learner. Formative
assessments such as weekly quizzes and worksheets are examples of direct assess-
ment. Summative assessments such as capstone projects, presentations, essays,
and tests are also examples of direct assessment. Learners must demonstrate
knowledge to the evaluator.
Ex: Term Paper
Sample Learning Objective: Learners will be able to dissect and interpret classical
literature
14. Discussion Board Discussion boards allow learners to create posts (in writing, audio, or video) on
(Assessment topics relevant to a course's learning objectives. When used well, a discussion
Method) board can create a sense of community, increase collaboration among learners,
and deepen thinking, analysis, use of evidence, and other skills. A discussion
