ASSESSMENT

ASSESSMENT:
FORMATIVE & SUMMATIVE
Practices for the Classroom

Why Discuss Assessment?
 SINI & DINI Root Cause Analysis
 A review of the data shows that there is a lot
of testing happening in the district, but that
assessment does not necessarily drive
curriculum and instruction.
 District educators indicated that the timeliness
of receiving data impacts their ability to use it
effectively.
 Educators expressed a frustration related to
their ability to analyze and synthesize the
data.
What is Assessment?
The word ‘assess’ comes from the Latin

verb ‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with

the learner. This implies it is something we
do ‘with’ and ‘for’ students and not ‘to’
students (Green, 1999).
Assessment in education is the process of
gathering, interpreting, recording, and
using information about pupils’ responses
to an educational task. (Harlen, Gipps,
Broadfoot, Nuttal,1992)
The State of Assessment
 “A wealth of research – a poverty of practice.”

(Black and Wiliam, 1998)
 Shift from “teaching” to “learning”
 Preservice and inservice training
 Confusion of terms and conditions
 Evaluation
 Assessment
 Formative
 Summative
Formative and summative assessment are
interconnected. They seldom stand alone in
construction or effect.
The vast majority of genuine formative
assessment is informal, with interactive and timely
feedback and response.
Itis widely and empirically argued that formative
assessment has the greatest impact on learning
and achievement.
Values and Attitudes about Assessment
1. Teachers value and believe in students.

2. Sharing learning goals with the students.
3. Involving students in self-assessment.
4. Providing feedback that helps students
recognize their next steps and how to take
them.
5. Being confident that every student can
improve.
6. Providing students with examples of what we
expect from them.
Formative Assessment
 Assessment for learning

 Taken at varying intervals throughout a
course to provide information and feedback
that will help improve
 the quality of student learning
 the quality of the course itself
 “…learner-centered, teacher-directed,
mutually beneficial, formative, context-
specific, ongoing, and firmly rooted in good
practice" (Angelo and Cross, 1993).
 Provides information on what an individual
student needs
 To practice
 To have re-taught
 To learn next
Key Elements of Formative Assessment
1. The identification by teachers & learners of
learning goals, intentions or outcomes and criteria
for achieving these.
2. Rich conversations between teachers & students
that continually build and go deeper.
3. The provision of effective, timely feedback to
enable students to advance their learning.
4. The active involvement of students in their own
learning.
5. Teachers responding to identified learning needs
and strengths by modifying their teaching
approach(es).
Black & Wiliam, 1998
Summative Assessment
 Assessment of learning
 Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
 Summative assessment methods are the most
traditional way of evaluating student work.
 "Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
Formative Summative
‘… often means no more than ‘…assessment (that) has

that the assessment is carried increasingly been used to sum
out frequently and is planned at up learning…’(Black and Wiliam,
the same time as teaching.’ 1999)
(Black and Wiliam, 1999)
‘… looks at past achievements
‘… provides feedback which … adds procedures or tests to
leads to students recognizing existing work ... involves only
the (learning) gap and closing it marking and feedback grades to
… it is forward looking …’ student … is separated from
(Harlen, 1998) teaching … is carried out at
intervals when achievement has
‘ to be summarized and reported.’
… includes both feedback (Harlen, 1998)
and self-monitoring.’ (Sadler,
1989)
‘… is used essentially to feed

back into the teaching and
learning process.’ (Tunstall and
Gipps, 1996)
The Garden Analogy
If we think of our children as plants …
Summative assessment of the plants is the process of

simply measuring them. It might be interesting to
compare and analyze measurements but, in themselves,
these do not affect the growth of the plants.
Formative assessment, on the other hand, is the

equivalent of feeding and watering the plants appropriate
to their needs - directly affecting their growth.
Factors Inhibiting Assessment
 A tendency for teachers to assess quantity and
presentation of work rather than quality of
learning.
 Greater attention given to marking and grading,
much of it tending to lower self esteem of
students, rather than providing advice for
improvement.
 A strong emphasis on comparing students with
each other, which demoralizes the less successful
learners.
Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:

Quantity of work/Presentation Quality of learning
Marking/Grading Advice for improvement
Comparing students Identifying individual

progress
Forms of Summative Assessment
 Performance Assessment
 Portfolio
 Traditional Tests
Implications for classroom practice
 Share learning goals with students.

 Involve students in self-assessment.
 Provide feedback that helps students
recognize their next steps and how to take
them.
 Be confident that every student can improve.
K-6 Student Assessment
2005-2006
Grade Assessment Type of Timeframe Other
Level(s) Tool Assessment

*Observational End of Kindergarten Results given to
Kindergarten Survey Summative Year principals
*Guided Reading Dec./Jan, March, Results given to
K- 4 Levels Formative May/June principals
K- 6 *Writing Sample Summative April - June *
*Pre Tests Formative Throughout Year *
*Post Tests Summative Throughout Year *
*District Wide
Math Assessment To be determined To be determined To be determined
Administered to new
*Benchmarks Formative Throughout Year and/or low achieving
1st - 6th students
*Writing Prompt Summative January - March (TBD) *
K-6 Student Assessment
2005-2006
Grade Assessment Type of Timeframe Other
Level(s) Tool Assessment

*Qualitative
To be shared at
Spelling
2nd - 6th Formative Completed by Nov. 1st parent conference
Inventory
*M.A.P. (NWEA) Formative September *
*M.A.P. (NWEA) Summative June *
Will replace QRI,

Full implementation by Benchmarks, Gates
June, and possibly Terra
2006 Nova
3rd - 6th *NECAP Summative October *

*Record of
Dec./Jan, March, Results given to
Instructional Summative
May/June principals
5th - 6th Reading Progress

ASSESSMENT

Uploaded by

Copyright:

Available Formats

ASSESSMENT

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ASSESSMENT

Uploaded by

Copyright:

Available Formats

ASSESSMENT:

FORMATIVE & SUMMATIVE

Practices for the Classroom

The word ‘assess’ comes from the Latin

In assessment one is supposed to sit with

 “A wealth of research – a poverty of practice.”

1. Teachers value and believe in students.

 Assessment for learning

‘… often means no more than ‘…assessment (that) has

‘… is used essentially to feed

Summative assessment of the plants is the process of

Formative assessment, on the other hand, is the

The main focus is on:

Marking/Grading Advice for improvement

Comparing students Identifying individual

 Share learning goals with students.

Level(s) Tool Assessment

Level(s) Tool Assessment

Will replace QRI,

3rd - 6th *NECAP Summative October *

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

3rd - 6th NECAP Summative October