Convergent Learning Assessments

Everyone makes mistakes. In viewing assessment for learning, "One of the best ways to encourage students to learn from their mistakes is to allow them to redo their work" for full credit (Lent, 2012, p. 141). However, there are some guidelines to consider so that redos do not become a logistic nightmare, nor used inappropriately just to grade swap. The goal for redos is to engage learners in deeper learning. Releah Lent provided tips to help educators develop their policy on redos. Key ideas included:

Mix-Match Assessment - e-Learning Infographics

Manual types of assessments are usually the evaluations for divergent learning

National Institute for Learning Outcomes Assessment

4. What are some common types of online assessments that are technologically feasible in learning / course management systems (L/CMSes) and in digital learning object repositories? What are automated vs. manual assessments?

Assessment, Examples and Sample - eLearning Learning

"A new tool aims to help colleges catalog and present to their constituents the various steps they are undertaking to assess how (and how much) their students are learning. The "Transparency Framework" released this week by the National Institute for Learning Outcomes Assessment is designed to bring together in one place the various plans, assessment activities and evidence that a particular college or university is using to gauge student learning."

Tuttle, H. G. (2007, February 15). Digital-age assessment. Technology & Learning. Retrieved from

Problem-Based Learning | Centre for Teaching and Learning

The point of a diagnostic is not just to assess, but to do something with test results leading to improved learning. Thus, progress monitoring with individual students or an entire class makes sense. According to the National Center on Student Progress Monitoring (NCSPM), progress monitoring is "a scientifically based practice." The term is relatively new, and educators might be more familiar with Curriculum-Based Measurement and Curriculum-Based Assessment. An implementation involves determining a student’s current levels of performance and setting goals for learning that will take place over time. "The student’s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs" (NCSPM, n.d., Common Questions section).

The Ontario Curriculum Grade 11 and 12: English, 2007

These types of assessments tend to assess student capabilities beyond even the subject matter about which they’re being tested. These are worth plenty of points, and they may determine entry to or removal from a program of learning.

Free Learning Essays and Papers - Free Essays, Term …

Diagnostic assessments, typically given at the beginning of an instructional unit or school year, will determine students' prior knowledge, strengths, weaknesses, and skill level. They help educators to adjust curriculum or provide for remediation. According to Tomlinson and McTighe (2006) in , they can also help "identify misconceptions, interests, or learning style preferences," and help with planning for differentiated instruction. Assessments might take the forms of "skill-checks, knowledge surveys, nongraded pre-tests, interest or learning preference checks, and checks for misconceptions" (p. 71). Thus, pretests help "to isolate the things your new students already know as well as the things you will need to teach them" (Popham, 2003, Chapter 1, Using Tests to Determine Students' Entry Status section). Further, "A pretest/post-test evaluative approach ... can contribute meaningfully to how teachers determine their own instructional impact" (Chapter 1, Using Tests to Determine the Effectiveness of Instruction section).

These results are sorted by most relevant first (ranked search)

Divergent learning refers to more innovative or creative types of learning where a wide number of responses may well be acceptably correct. This refers to the higher levels of Bloom’s Taxonomy of Learning Domains: applying, analyzing, evaluating, and creating. In higher levels of learning, learners have a stronger base of knowledge in the field and are better able to handle complex ideas. Examples of assignments and assessments would include case analyses, research papers, problem-solving and troubleshooting, presentations, and innovative designs.

Free Learning Styles papers, essays, and research papers.

A formative assessment is one which is used to help the learner learn (and to help the instructor teach), like “muddiest point” and “minute papers”) (Angelo & Cross, 1993). These tend to be low-value assessments.