Comparison Matrix Assessment and Its Types

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Use this matrix to compare various types of assessment. For each assessment type, you will need to describe the following:

Best practices: How the assessment is used most effectively in organizations.
Real life examples: Describe two specific implementations of each type of assessment.
Research examples: Summarize two articles that use each type of assessment

Include a reference list with all citations in APA format.

Note: Do not copy and paste material from the texts and articles. Instead, use examples from your own venue.

Assessment Type	Best Practice	Real Life Examples	Research Examples
Performance-based	Best practices in performance-based assessment entail adapting assessment activities to the real world and cultural contexts across the teaching-learning process. Further, the instructor should link learning activities, goals, required skills, and predefined assessment criteria in the unit plan before delivery.	A pair-work activity – two learners will be required to follow directions to locate a store in a city using Google maps. The grading criteria may include time taken to reach the destination, consulting passersby, the number of times they get lost, etc. Penmanship – handwriting lessons for learners. The PBA criteria will include time/speed, writing within the line, posture, words written, etc.	Van Tassel-Baska (2014) evaluates the efficacy of PBAs applied in assessing gifted learners. The article argues that PBA protocols that incorporate the assessment of articulation and high-level thinking can identify and assess intellectual giftedness and skill acquisition of such students in authentic contexts. A successful PBA adoption must target high-level skills and include both formative and summative approaches. In another study, Brown (2017) reviews the elements of a practicum observation rubric of an instructor preparation program to establish if PBAs match with assessment expectations of field supervisors. The study found that this tool aligns with instructional effectiveness determined through educator PBA.
Formative Assessment (FA)	The instructor should align pedagogical methods to student needs during instruction based on descriptive feedback (Ortega & Minchala, 2017). Additionally, the assessment should guide the learner on what steps he/she should take to improve his/her performance.	Listing unclear areas – each student states five concepts he/she does not understand. Read them and provide feedback during teaching. A class discussion forum – students can post their comments on a new topic or raise pertinent questions anonymously through an online message board. The teacher evaluates the different perspectives to determine misconceptions or point of consensus that are then discussed in class.	Van Halem, Goei, and Akkerman (2016) used an FA framework to assess the level of an exploratory talk by Dutch instructors taking part in lesson study (LS) programs (p. 314). The study found that FA is interrelated with LS practice based on teacher characteristics; however, this approach was seldom used to identify goals and learning needs. Further, Ortega and Minchala (2017), in their review article, assert that the teaching-learning process is rooted in assessment. They identify three fundamental characteristics of FA, namely, it is student-centered, informative to the teacher, and outcomes-based.
Authentic Assessment	This approach assesses the application of competencies or knowledge, skills, and attitudes (KSAs) in a professional capacity (Ortega & Minchala, 2017). Best practices in this area require teachers to use learning tasks perceived as authentic and related to the professional life of the student, motivating, interesting, unbiased against disadvantaged groups, performance-based, and integrating workplace skills.	Professional role-playing – in this case, the reflective and communication skills, adaptability, and conflict management ability of the participant are assessed. Interviewing a role model – learners will write in a student journal a report based on a face-to-face interview of a professional figure of choice. Peer-assessment will be used to the KSAs of each member.	An article by Kinay and Bagceci (2016) explores the impact of authentic assessment on problem-solving capacities of sophomore trainee instructors. The study found a statistically significant difference between the experimental group and the control arm (lectures and class discussions) in critical thinking skills. On their part, Ortega and Minchala (2017) identify four authentic strategies that can be used with PBAs, namely, “self-assessment, peer assessment, group assessment, and rubrics” (p. 160). These approaches stimulate high-level learning as they involve play-based, naturalistic settings.
Standardized Tests	These are norm-referenced tests. The norm group should, as much as possible, bear the characteristics of the test takers, e.g., age, grade, etc. The standards or criteria should be current and based on samples drawn from the same county or state.	The gifted student test – an example of standardized tests that can be used to identify giftedness at preschool. A norm-referenced test for talented athletes – this approach will help develop sportspersons who excel in different fields.	Ortega and Minchala (2017) state that standardized tests follow a uniform procedure for “administration and scoring” (p. 159). The content of the evaluation is unrelated to what the learners have learned. On their part, Pohl, Sudkamp, Hardt, Carstensen, and Weinert (2016) examine the psychometric properties of tests used with students with special needs. They conclude that standardized tests should be adapted to the requirements of different learners.
Needs Assessment	Effective teaching is rooted in knowing the individual learner’s needs (Pohl et al., 2016). The instructor should collect data on student needs and barriers, develop a class profile, and plan his/her pedagogical methods to appeal to those with learning disabilities.	Using pictures del tell a story or narrtive. The aim is to determipicting different settings to identify learning needs, career goals, and possible impediments Storytelling – each learner wil ne the literacy and communication needs of each student.	Pohl et al. (2016) observe that assessing the competencies and needs of students with a learning disability is a challenge due to measurement invariance. Thus, test-taking behavior, including error-avoidance, non-response to specific questions, and time management ability can indicate their learning needs. Teachers can use this approach to gain insights into the student’s intellectual capacity (Van Tassel-Baska, 2014).

References

Brown, S. C. (2017). Aligning a performance-based observation rubric to support a teacher performance assessment. Journal of Interdisciplinary Studies in Education, 5(2), 11-25. Web.

Kinay, I., & Bagceci, B. (2016). The investigation of the effect of authentic assessment approach on prospective teachers’ problem-solving skills. International Education Studies, 9(8), 51-60. Web.

Ortega, D. P., & Minchala, O. E. (2017). Assessing students in an authentic and ongoing manner in the English classroom. Theory and Practice in Language Studies, 7(3), 159-165. Web.

Pohl, S., Sudkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2016). Testing students with special educational needs in large-scale assessments – Psychometric properties of test scores and associations with test taking behavior. Frontiers in Psychology, 7, 154-162. Web.

Van Halem, N., Goei, S. L., & Akkerman, S. F. (2016). Formative assessment in teacher talk during lesson studies.International Journal for Lesson and Learning Studies, 5(4), 313-328. Web.

Van Tassel-Baska, J. (2014). Performance–based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37(1), 41–47. Web.

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Comparison Matrix Assessment and Its Types

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