Editing Assessment Theory (section)

== <span style="color: #FFFFFF;">Understanding</span> ==
Assessment theory is understood through '''Purpose''' and '''Accuracy'''.

'''1. Assessment for, of, and as Learning''':
* '''For Learning (Formative)''': Like a "Coach" giving tips during practice. The goal is to get better.
* '''Of Learning (Summative)''': Like the "Final Score" of the game. The goal is to judge.
* '''As Learning (Metacognition)''': When the student "Assesses themselves" to see what they know. The goal is to become a better learner.

'''2. The "Proxy" Problem''':
We can't "See" inside a student's brain.
* We use a "Test" as a "Proxy"—a substitute for the real thing.
* If a student is "Anxious" or "Tired," the proxy might be "Broken"—their score might be low even if they know the material perfectly.
* Assessment theory is about finding ways to make the "Proxy" as close to the "Reality" as possible.

'''3. The "Washback" Effect''':
"What gets tested gets taught."
* If a high-stakes test only measures "Remembering," then the whole school will focus on "Memorizing" rather than "Thinking."
* Assessment theory aims to design tests that "Force" good teaching.

'''The 'Pygmalion Effect'''': The psychological finding that a student will perform "Up" or "Down" based on the teacher's expectation. If an assessment "Labels" a student as "Struggling," they often become even more struggling.
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