Framing the Learning
Know and understand the difference
between formative and summative
Identify and utilize examples of
formative assessments in planning for
Introductions and Frame the Learning
Review Ground Rules
Difference between formative and
Purpose of formative assessment
Types of formative assessment
Summarizer and Evaluation
Take responsibility for your own learning and be willing to experiment with the
ideas and techniques presented.
Be respectful of those speaking (limit sidebar conversations and use of digital
Take risks- participate and enjoy yourself!
PROCESSING THE TEAM BUILDING ACTIVITY
“Follow the Leader”
* DIFFERENCE IN END PRODUCT?
* WHY IMPORTANT FOR CLEAR AND CRYSTAL COMMUNICATION OF EXPECTATIONS?
What is Assessment?
The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to
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
Research for Better Teaching
1. MOTIVATE STUDENT TO WANT TO DO BETTER.
2. GIVE STUDENTS USEFUL INFORMATION THEY CAN USE
TO DO BETTER.
3. INFORM TEACHERS’ RE-TEACHING PLANS SO STUDENT
CAN DO BETTER
Two main forms of assessments…
In two minutes, list examples of:
* Formative Assessments
* Summative Assessments
In a nutshell (medical analogy): as used by Doug Reeves (2001)
Formative assessments are like
physical exams...ongoing, timely, etc.
Summative, he said is like an “autopsy”,
performed at the end of a unit, chapter,
(SAT, High School assessments, MSA,)
“FORMATIVE ASSESSMENT IS AN ACTIVE AND INTENTIONAL LEARNING
PROCESS THAT PARTNERS THE TEACHERS AND THE STUDENTS TO
CONTINUOUSLY AND SYSTEMATICALLY GATHER EVIDENCE OF LEARNING
WITH THE EXPRESS GOAL OF IMPROVING STUDENT ACHIEVEMENT.”
ASCD defines it as…
1. WRITE THE TITLE OF THE SUBHEADING.
2. SUMMARIZE USING KEY POINTS/LEARNINGS.
3. ONE TAKE AWAY FROM THE TEXT.
Small group Presentations:
Formative Assessment is…
Collected, organized, and analyzed during instructional period, lessons, homework,
and other instructional activities.
• Used to adjust instructional practices
• Provides teachers with timely, and important evidence that indicates skill level,
mastery of the concept taught, and progress.
• Can be conducted in different ways.
• Most importantly, it is data used to develop meaningful instruction.