Formative and Summative Assessment PDF

FORMATIVE AND SUMMATIVE ASSESSMENTS The terms “formative” and “summative” do not have to be difficult, yet the definitions have become confusing in the past few years. In a balanced assessment system, both summative and formative assessments are an integral part of information gatherin...

FORMATIVE AND SUMMATIVE ASSESSMENTS The terms “formative” and “summative” do not have to be difficult, yet the definitions have become confusing in the past few years. In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. 1  FORMATIVE VS SUMMATIVE ASSESSMENTS FORMATIVE SUMMATIVE Assessment FOR learning Assessment OF learning Planned and used during After instruction instruction Use to evaluate for Use to adjust instruction / accountability / provides a snapshot of learning / address grade for students misconceptions 2 Vignettes An instructor gives students a quiz often throughout the unit of study. Instructor wants students to become more motivated with frequent feedback Instructor wants students to see the types of questions they can expect on their summative assessment This is NOT formative assessment Students do not have the opportunity to improve on their past work (quiz information) Instructor does not use the information to adjust instruction Vignette Instructor reads a prepared statement and asks students to indicate with their hands (3 fingers = Absolutely; 2 fingers = Maybe; 1 finger = No Way) whether they agree. Instructor sees every student degree of understanding Instructor immediately decides whether to go on or revisit the concept to address misconceptions This IS formative assessment Students have the opportunity to tell the instructor whether they understand the concept Instructor uses the student responses to adjust instruction if needed FORMATIVE ASSESSMENTS 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. 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 standards based learning goals within a set time frame. 5 FORMATIVE ASSESSMENTS Some of the instructional strategies that can be used formatively include the following: Criteria and goal setting Observations Questioning strategies Self and peer assessment Student record keeping 6 FORMATIVE ASSESSMENTS Some of the instructional strategies that can be used formatively include the following: 1) Criteria and goal setting In order to be successful, Students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together. Asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success. Using student work, classroom tests, or exemplars of what is expected helps students understand. 7 FORMATIVE ASSESSMENTS 2) Observations Beyond walking around the room to see if students are on task or need clarification. Assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning. 8 FORMATIVE ASSESSMENTS 3) Questioning strategies Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. An “exit slip” at the end of a class period to determine students’ understanding of the day’s lesson Quick checks during instruction such as “thumbs up/ down” or “red/green” (stop/go) cards are also examples of questioning strategies. 9 FORMATIVE ASSESSMENTS 4) Self and Peer Assessments helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. 10 FORMATIVE ASSESSMENTS 5) Student record keeping Helps students better understand their own learning as evidenced by their classroom work. This process helps engaging the students. Students will see where they started and the progress they are making toward the learning goal. 11 SUMMATIVE ASSESSMENTS Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. 12 SUMMATIVE ASSESSMENTS Summative assessment at the district and classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability of schools (AYP) and students (report card grades). 13 SUMMATIVE ASSESSMENTS 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. 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. 14 NORM-REFERENCED ASSESSMENTS AND CRITERION-REFERENCED ASSESSMENTS 15 NRT vs CRT 1. Norm Referenced Tests Measure global language abilities Compare students’ performance to others. Criterion – Referenced Tests Measure specific instructional objectives Compare students’ performance to a specific criterion (Objectives or Standrds) 16  NRT vs CRT NRT CRT 1. Administrators 1. Teachers 2. Proficiency Tests 2. Achievement Tests 3. Percentile 3. Percentage 4. Normal Distribution 4. Criterion (Objectives, Standards) 5. Predictability of form & content 5. Unpredictability of form & content 17  TYPE OF INTERPRETATION NRT Relative Student’s performance is compared to those of other students in percentile terms. NRT Absolute Student’s performance is compared to the percentage of material learned. 18  NRT vs CRT ITEM NRT CRT Type of Measurement Measures general language abilities or Measures specific objective-based proficiency language points Purpose of Testing Spreading students out along a Assessing the amount of material continuum of general abilities or learned by each student proficiency Distribution of scores Normal distribution of scores around Varies, often non-normal. the mean. Tests Structure A few long subsets with a variety of A series of short, well-defined subtests item contents with similar item contents. Knowledge of Questions Students have no idea about the Students know exactly what content to content in tests items expect in test items. Matching Test to Proficiency, Placement, Achievement, Program level, classroom level decision purpose. Diagnostic 19 Criterion vs Norm Referenced Assessment: Examples & Evaluation 20 THANK YOU 21