Formative and Summative Assessment Dr. Grant
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Formative and Summative Assessment Dr. Grant

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By Dr. Grant - GMU

By Dr. Grant - GMU

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Formative and Summative Assessment Dr. Grant Presentation Transcript

  • 1. FORMATIVE AND SUMMATIVE ASSESSMENT Gathering Information about Student Learning R. Grant
  • 2. SUMMATIVE ASSESSMENT  Definition  Given periodically to determine at a particular time what students know and do not know relative to content standards  Is associated with but not limited to standardized testing  At the district and classroom level is an accountability measure
  • 3. SUMMATIVE ASSESSMENT  Uses and Limitations  Can only help in evaluating certain aspects of the learning process because they are spread out  Occur after instruction every few weeks, months, or once a year  Used as tools to help evaluate program effectiveness, school improvement goals, alignment of curriculum, or student placement in specific programs
  • 4. SUMMATIVE ASSESSMENT  Uses and Limitations  Happens to far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process
  • 5. SUMMATIVE ASSESSMENT  Types of  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 student (report card grades)
  • 6. FORMATIVE ASSESSMENT  Definition  Process of gathering information used by teachers and students to determine what is needed to adjust teaching and learning while they are happening  Informs both students and teachers about student understanding at a point when timely adjustments can be made
  • 7. FORMATIVE ASSESSMENT  Allow adjustments that help ensure students achieve targeted standards-based learning goals within a set time frame  Complements diagnostic teaching  Is a “verb”, not a “noun”  Is a process
  • 8. FORMATIVE ASSESSMENT  Role of teachers  Teachers are critical to  Identifying learning goals  Setting clear criteria for success  Designing assessment tasks that provide evidence of student learning
  • 9. FORMATIVE ASSESSMENT  Instructional strategies/tools to support formative assessment  Criteria and goal setting  Observations  Questioning strategies  Self and peer assessment  Student record keeping
  • 10. FORMATIVE ASSESSMENT  Enhances student role in assessment  Key questions for students  Where am I now?  Where am I going?  How can I get there?
  • 11. COMPARING FORMATIVE AND SUMMATIVE  Can be used as practice  Helps teachers determine next steps in learning process  Supports student involvement and ownership in assessment  High level of teacher involvement  Provides descriptive feedback  Students held accountable  Holds teachers accountable  Students are not engaged in assessment  Limited teacher involvement  Provides a grade, score, ranking, etc. Formative Summative
  • 12. COMPARING FORMATIVE AND SUMMATIVE  Process composed of multiple tools  Is a pedagogy  Conducted as part of instruction  Encourages teacher reflection  Clarifying, sharing  Culture  Multiple sources of evidence  By product, end goal  Is the result of  Conducted after instruction  Reporting Formative Summative
  • 13. FINAL THOUGHTS  Teaching and learning are enhanced when there is comprehensive assessment at the classroom level that balances formative and summative student learning/achievement information  Comprehensive assessment allows a clear picture to emerge of where a student is relative to learning targets and standards