Create an infographic to share with your fellow teachers about the importance of authentic formative and summative assessments.

1. AUTHENTIC
ASSESSMENTS
SUMMATIVE & FORMATIVE
Iris Kutch
CTEC/501

2. Organization of Instruction
 Know the state standards
 Familiarize CCSS
 Translate standards into
modules
 Organize the lesson
 Break standards into
instructional objectives
 Use elements of teaching
 Assess learning outcome
 Were goals met
 What improvements are
needed

3. Align Instructional Objectives
with Elements of Teaching
 Instructional
Objectives
 Know
 Understand
 Do
 Elements of
Teaching
 Objectives
 Assessments
 Instruction

4. From Standard to Classroom
 Teacher deconstructs standards
 Apply instructional objectives
 Know
 Understand
 Do
 Support knowledge with first-hand
and real-world experiences
 Enlist community involvement

5. Alignment of Objectives
Standard Student Will
Know
Student Will
Understand
Student Will
be Able to Do
Follow precisely a
complex multistep
procedure to perform
a task
Read and follow
the instructions to
complete the task.
The use of
instructions will
help complete the
desired goal.
Follow the
instructions as
written.
Evaluate multi-media
app to address a
question
The use of Google
Maps to determine
multiple routes
Directions will be
given on how to
get from one point
to another
The routing
directions of a
data packet are
similar to driving
directions
Analyze specific
results based on
explanation
Directions come in
different forms and
interpretations.
There are different
techniques for
giving directions.
Compare the
directions for
sending data to
driving to a
location

6. What is an Authentic
Assessment?
 Authentic Assessments:
 Students perform real-world tasks
 Demonstrate meaningful application
to essential knowledge and skill
 Rubrics to evaluate performance

7. Formative Assessments
 Provide feedback on
performance
 Not measured by grades
 Teachers adjust lesson to
maximize student learning
 Students adjust learning to
maximize outcomes
 Measures how something is
learned

8. Summative Assessments
 Occurs after formative
assessment feedback
 Measures what is learned
 Graded work
 Rubric used to place value on
knowledge

9. Formative Assessment Sample
 Main Objective
 Students will be able to
describe the path
determination of a router to
send data packets.
 Standards
 Integration of Knowledge
and Ideas
 Key Ideas and Details
 Instructions
 Use Google Maps to get
driving instructions to a
location
 Answer Reflection
Questions
 What information does the
directions contain?
 What criteria can be used to
evaluate the usefulness of a
route?
 How could you use a
network map in your daily
network activities?

10. Formative Assessment Rubric
Tasks 1-
Understand
2- Need
Help
I can access Google Map and create
directions.
I understand the content of the driving
directions.
I understand the use of router
directions.
I see a correlation between directions to

11. Summative Assessment
Sample
 Main Objective
 Students will be able to
convert decimal numbers
to binary number values.
 Standards
 Analyze functions using
different representations
 Build a function that
models a relationship
between two quantities
 Understand the concept of
a function and use function
notation
 Instructions
 Fill in the following table by
converting the decimal
number to an 8-bit binary
number
 Recall that the eight binary
bit values in an octet are
based on the powers of 2,
and from left to right are
128, 64, 32, 16, 8, 4, 2, and 1.
Decimal Binary
192 11000000
168
10
255
2

12. Summative Assessment
Answers
Decimal Binary
192 11000000
168 10101000
10 00001010
255 11111111
2 00000010

13. Assessments
 Formative
 Do the students understand the
instructions?
 Do the students understand the
comparison between paths of the router
and car?
 Summative
 Can the students show their work and
perform the calculations?
 Is the a struggle to understand or easily
done?

14. References
 Mueller, J. (2008). Assessing Critical Skills.
Linworth.
 Instruction Model Approach. (2016). In S. L.
Thomas H. Estes, Objectives, Assessment,
and Instruction (pp. 16 - 35).