There are many different ways in which an individual can be assessed. There are two main models for assessment: Classical and Liberal.
Assessments within the classical model are of exams and formal test where all pupils will be tested on the same thing and in the same way. They tend to be summative assessments where there is a test at the end of a term or study, to identify what they have learnt, in which is measured in grades that are reported to parents, students themselves and the administration (Burke, 2010). However this method has been known to cause stress and puts pressure on the pupil. They also allow pupils to cheat easily just by a look over the shoulder which makes results unreliable. Initial assessments are a classical way of briefly testing an individuals skills and knowledge that they already know at the start of the programme, to see where they are at beforehand.
The Liberal Model is more of a continuous method of assessment, for example, coursework. This is progressive and usually a way of formative assessment, with less pressure on the child as they are not put under a certain set rules and time within a test. Diagnostic assessments are one type of liberal assessment which can be done throughout a programme. These are usually used to gain a further insight into an individual, to evaluate any specific problems that need to be noted and improved upon (Gravells, 2015, online). Teachers can find disadvantages with formative assessments with one being that some students may not actually take the assessment seriously (Sasser, 2017, online). Reasons for this could be that they think of it as a normal lesson as no test conditions are given therefore may not put as much effort in, risking a potential high grade. Formative assessments are also time consuming, due to having to use the assessment daily, as well as taking time to analyse results and then provide detailed feedback to the students therefore realistically, it takes up too much time (Martin, 2017, online).
An example of one Digital Assessment Design, that as an individual have specifically created is an online quiz, using the website tool called Kahoot. This is a simple and easy tool to create a digital quiz for any class, to test what they already know or what they have learnt in a certain lesson. In my opinion it is a great digital assessment design for all ages ranging from primary school to university, as it is fun to use and engages all. This leads to all pupils more than likely to take part, making assessment easier for the teacher. Kahoot shows the scores of all players, including a leader board showing who is in 1st, 2nd and 3rd place. This will motivate pupils to concentrate and answer correctly to help themselves gain the most points, to be seen on top of the leader board. If they are more motivated, their chances of answering correctly should increase which overall will raise their achievement. According to Hurst (2018, online) certain environments enhance motivation to learn, in which ‘educators can do many things to create a classroom environment that motivates students to learn and behave in ways that promote their long-term success’. In this case the environment will involve a fun and interactive digital assessment design of an online quiz with Kahoot.
For teachers, using the tool Kahoot, is effective as they can use an already made Kahoot, or create their own with questions that can be changed and adapted according to a specific lesson/module they have taught. This can asses what the pupils have learnt as well as what they may not have understood fully, so that the teacher can then plan future lessons according to this, to ensure they do understand this successfully next time. Any teacher can use this tool as it is very easy, with the website taking you step by step through the whole creation process (Weebly, 2018, online).
The only slight problem that could be encountered with this tool is that for children it may be difficult for them to use. They may struggle to answer correctly, due to the pressure they are put under. There has to be a time limit on each question therefore children may feel stressed to answer in this time therefore get it wrong as they are too busy panicking over this. They may actually know the question, but answer incorrectly as they feel pressured therefore the overall assessment will lead to be unreliable, and the teacher cannot get an overall estimation of what the pupils know. Even though this quiz design is set to have a competition with who can answer the fastest, this may not be best tool to use for the younger ages as they put themselves down for not being able to answer fast enough.
For all the teachers, there is a short and simple video that will help get to grips with the digital assessment design of Kahoot. Here is what I have found:
Burke, K., 2010. Balanced Assessment: From Formative to Summative. Bloomington: Solution Tree Press.
Gravells, A., 2015. FE News: Initial and diagnostic Assessment. [Online]
Available at: https://www.fenews.co.uk/featured-article/11759-initial-and-diagnostic-assessment %5BAccessed 13 02 2018].
Hurst, M., 2018. Study.com: The Importance of Motivation in an Educational Environment. [Online] Available at: https://study.com/academy/lesson/the-importance-of-motivation-in-an-educational-environment.html#transcriptHeader [Accessed 27 02 2018].
Martin, T., 2017. Quora: What are the disadvantages of a formative assessment?. [Online]
Available at: https://www.quora.com/What-are-the-disadvantages-of-a-formative-assessment %5BAccessed 13 03 2018].
Sasser, N., 2017. Classroom: What Are the Advantages & Disadvantages of Formative Assessment?. [Online] Available at: https://classroom.synonym.com/advantages-disadvantages-formative-assessment-28407.html %5BAccessed 13 03 2018].
Weebly, 2018. Technology in the Classroom: Kahoot Review. [Online]
Available at: http://learningtechfortheclassroom.weebly.com/kahoot-review.html
[Accessed 27 02 2018].