TYPES OF ASSESSMENT

Types of Assessment

Types of Assessment

Self assessment

Summative Assessment

Formative Assessment

Portfolio Assessment

Definition

The self-assessment is the process of analysis critical for each of the academic units of the organized management and led by their own members, using established standards, with the aim of promoting their strengths and correct weaknesses in a serious commitment to quality improvement.

It is a collective exercise between students and committee General Teacher Evaluation and the teachers themselves, to achieve better levels of efficiency and effectiveness

The purpose of summative assessment is to provide "a sampling of student achievements which lead to a meaningful statement of what they know, understand and can do". In other words, it is mandatory assessment that results in the calculation of a grade that can be used to make a decision - a decision about credit, further study, promotion, award, etc.

Formative assessment is the assessment involved in principle, at the end of each learning task and are designed to inform students and master's degree of control and possibly to find out where and how a student difficulty learning, to offer him or her to discover strategies that allow it to grow (Fraser & Fisher, 1982).

The Portfolio assessment is a method of teaching, learning and assessment based on the contribution of productions of different types by the student through which to judge their capabilities in the context of a discipline or field of study. These productions report the personal process followed by the student, allowing him and others to see their efforts and achievements, in relation to learning objectives and assessment criteria previously established.

Suited Situation

It is used in the beginning of the development process aims to identify the characteristics entry level and expectations of the participant, as well as check if you have or not, the behaviors required in process and the establishment of the peculiarities of development of students (Bryant, 1980).

These assessments have been used for long-scale assessment and accountability purposes. The process is dynamic and is affected by the interaction between students and teachers. It aims to determine the individual achievements of each student and is not intended as a comparison of the results demonstrated by different students, and administrative findings of the study. This type of assessment is therefore that the evaluation focused on the individual student, is designed to identify gaps in the development of educational content to students of the element in order to fill them with maximum efficiency.

Performed during learning. Watching the students work, observing their notebooks, by listening, correcting their exercises.

Greater amount of time required for these assessments, there is a greater opportunity for introspection and collaborative reflection. This allows students to reflect and report about their own thinking processes as they monitor their own comprehension and observe their emerging understanding of subjects and skills.

The goal is to connect learning objectives and curriculum with the assessment, involving students and teachers in this situation. It is believed that students should

take an active role in its assessment and especially and most important, was to have

into account at all times, ...