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Formative and Summative Assessment Dr. Grant

The document discusses formative and summative assessment. Formative assessment involves gathering information during instruction to help teachers and students adjust teaching and learning, while summative assessment evaluates student learning after instruction. Formative assessment provides feedback to help students improve, while summative assessment measures achievement for accountability purposes. Both have important roles to play in a comprehensive assessment system.

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FORMATIVE AND SUMMATIVE ASSESSMENT Gathering Information about Student Learning R. Grant
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
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
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
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)
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
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
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
FORMATIVE ASSESSMENT  Instructional strategies/tools to support formative assessment  Criteria and goal setting  Observations  Questioning strategies  Self and peer assessment  Student record keeping
FORMATIVE ASSESSMENT  Enhances student role in assessment  Key questions for students  Where am I now?  Where am I going?  How can I get there?
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
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
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