The document discusses approaches to formative and summative assessment. It emphasizes that formative assessment should be used to guide instruction and support student learning, while summative assessment evaluates learning at the end of a period of instruction. Specifically, it promotes the use of learning intentions, success criteria, feedback, and student ownership of learning to aid formative assessment. It also advocates basing summative assessment on known criteria through tasks that integrate skills and knowledge, and obtaining assessment data from multiple sources to fully evaluate student performance. Finally, it suggests shifting communication of student learning to clear performance standards and meaningful demonstrations of what students have learned.

1. Planning with the
End in Mind:
Approaches to
Summative
Assessment
Presented by: Jonathan Vervaet

2. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark

3. Learning Intentions
“I can find evidence of current
assessment and curriculum
design research in my current
practice.”

4. Learning Intentions
“I can become curious about
something in the research I
want to inquire further into.”

7. Carol Dweck (2006)

8. Csikzentmihalyi (1990)
Flow Theory – The
exhilarating moments when
we feel in control, full of
purpose, and in the zone.

9. Csikzentmihalyi (1990)
Challenge
Level
Skill Level

10. Formative
Assessment for Learning
Ongoing
To determine learning
needs
Ungraded and Descriptive
Feedback (uses words)
Provides feedback to
students and teacher
to promote learning
Summative
Assessment of Learning
Occurs at the end of a
learning progression
Graded to determine
achievement level
and for reporting
Evaluative
Levels or Marks

11. Formative Assessment:
5 Key Strategies…
sometimes 6!
Dylan Wiliam “Embedded Formative
Assessment” (2011)

12. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning

13. Learning Intentions:
What are we
learning?
Vs.
Learning Activities:
What are we doing?

14. Success Criteria
and the Use of
Performance
Standards

15. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning

16. Determine
Acceptable Evidence

17. Performance
Tasks

18. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning

19. Constantly weighing the pig
won’t make it fatter...
The Benefits of Formative Assessment

20. Striking a New Balance: How can teachers
increase their use of formative assessment and
decrease their use of summative assessment?

21. The Latin root word for assessment is
"assidere" which means to sit beside.

22. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning

23. “Covering”
Curriculum

24. The Prescribed
Learning Outcomes
are the goals, not
content coverage.
Use the textbook as a
resource, not the
syllabus.

25. Summative Assessme

26. Summative Assessment Activities
- Students demonstrate knowledge /
skills on which they have had
opportunity to practice
- Are based on known criteria
- Focus primarily on individual student
performance
- Usually broader – integrate important
skills and knowledge
- Inform report cards
Ken O’Connor, How to Grade for Learning

28. Triangulation of Data
Damien Cooper, Talk About Assessment

29. Performance Task, Oral Conference,
Written Test Data

30. Authentic Tasks =
What Big People Do
Grant Wiggins

31. Formative (for)
Examples:
-Oral questioning
Summative (of)
Examples:
-Inquiry projects
-Draft work
-Presentations
-Reflections
-Grade conferences
-Portfolio reviews
-Peer /self
assessments
-Portfolio reviews
-Tests and quizzes

32. Communicating Student
Learning (Reporting)

33. • Shift from “reporting” to “communicating
student learning”
• Report on core competencies and key areas
of learning
• Focus on learning standards (curricular
competencies and content/concepts) in
areas of learning (subjects)

34. • Use clear performance standards-based
language
• Move toward meaningful
descriptions/collections/demonstrations of
student learning

35. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)

36. “We know that sustained, collaborative,
inquiry based professional development
can help teachers develop new
understandings and approaches.”

37. Grade wide, interdisciplinary teaching
teams working on shared goals can make
a significant difference in student
learning.

38. Grading Practices That
Support Learning…
Teachers and
departments have a
shared understanding
or definition of each
grade or performance
level.

40. Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
or
Twitter: @jonathanvervaet