Transcript Formative and Summative Assessments

Formative and Summative
Assessments
Secondary Language Arts PLC:
Andrea Bergreen, Jo Lane
Jennifer Doerner, RHS
Susanne Cuatt, RHS
Formative vs.. Summative
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Anecdotal records
Quizzes and essays
Diagnostic tests
Lab reports
MAP test
 Final exams
 Statewide tests
(OSAT)
 National tests
 Entrance exams
(SAT and ACT)
Summative Assessment
 Summative Assessments are given
periodically to determine at a particular
point in time what students know and
do not know.
Some examples of summative
assessments:
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* State assessments (OAKS)
* District benchmark or interim
assessments (MAP)
* End-of-unit or chapter tests
* End-of-term or semester exams
* Scores that are used for accountability
for schools (AYP) and students
(report card grades).
Key to Summative Assessment
 Think of summative assessment as a
means to measure, at a particular point
in time, student learning relative to
content standards. Although the
information that is gathered from this
type of assessment is important, it can
only help in evaluating certain aspects
of the learning process.
Disadvantages of Summative
Assessment
 Because they are spread out and occur after
instruction every few weeks, months, or once
a year, summative assessments are tools to
help evaluate the effectiveness of programs,
school improvement goals, alignment of
curriculum, or student placement in specific
programs.
A Coarse Sieve
 Summative assessments happen
too far down the learning path to
provide information at the
classroom level and to make
instructional adjustments and
interventions during the learning
process
Formative Assessment
 Formative Assessment is part of the
instructional process. When
incorporated into classroom practice, it
provides the information needed to
adjust teaching and learning while they
are happening.
A Fine Sieve
 Formative assessment informs both
teachers and students about student
understanding at a point when timely
adjustments can be made.
 These adjustments help to ensure
students achieve targeted standardsbased learning goals within a set time
frame.
Think of formative assessment
as "practice.”
 Students try out a new skill and receive
immediate feedback.
 Formative assessment helps teachers
determine next steps during the
learning process.
Student Engagement
 Formative assessment is most powerful when
students are involved.
 Students should be thinking critically about
their own learning.
 Students should act as resources to other
students.
 Research shows that the involvement in and
ownership of their work increases students'
motivation to learn.
Descriptive Feedback
 Provides students with:
an understanding of what they are doing
well
a link to classroom learning
give specific input on how to reach the
next step in the learning progression.
How is formative assessment
different from data collection?
 It is all about how the information is
used.
 Formative assessment should
 inform instruction
and
 be shared with and used to engage students.
Types of Formative
Assessments
 Criteria and goal setting with students
engages them in instruction and the learning
process by creating clear expectations.
 Observations assist teachers in gathering
evidence of student learning to inform
instructional planning.
 Student record keeping helps students better
understand their own learning as evidenced
by their classroom work.
 Questioning strategies should be embedded
in lesson/unit planning. Asking better
questions allows an opportunity for deeper
thinking and provides teachers with
significant insight into the degree and depth
of understanding.
 Self and peer assessment helps to create a
learning community within a classroom.
Students who can reflect while engaged in
metacognitive thinking are involved in their
learning.
A Balanced Act
 When assessment at the classroom
level balances formative and summative
assessment, a clear picture emerges of
where a student is relative to learning
targets and standards. Students should
be able to share information about their
own learning.
Works Cited
 Arter, Judith, and Jay McTighe. Scoring Rubrics in the
Classroom. Thousand Oaks, CA: Corwin Press, INC.,
2001.
 Marzano, Robert J., Debra Pickering, and Jay McTighe.
Assessing Student Outcomes. Alexandria, VA:
Association for Supervision and Curriculum
Development, 1993.
 Schoenbach, Ruth, et al. Reading for Understanding, A Guide to
Improving Reading in Middle and High School Classrooms.
San Francisco, CA: Jossey-Bass, Inc., 1999.