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This document discusses formative and summative assessment. Formative assessment occurs during instruction and provides feedback to teachers and students to improve teaching and learning. Summative assessment occurs after instruction to measure student achievement and program effectiveness. The document provides examples of formative assessment, such as questions and feedback, and summative assessment, such as tests. It emphasizes that formative assessment has the greatest impact on learning when teachers share learning goals, involve students in self-assessment, and provide descriptive feedback.
This document discusses formative and summative assessment. Formative assessment occurs during instruction and provides feedback to teachers and students to improve teaching and learning. Summative assessment occurs after instruction to measure student achievement and program effectiveness. The document provides examples of formative assessment, such as questions and feedback, and summative assessment, such as tests. It emphasizes that formative assessment has the greatest impact on learning when teachers share learning goals, involve students in self-assessment, and provide descriptive feedback.
This document discusses formative and summative assessment. Formative assessment occurs during instruction and provides feedback to teachers and students to improve teaching and learning. Summative assessment occurs after instruction to measure student achievement and program effectiveness. The document provides examples of formative assessment, such as questions and feedback, and summative assessment, such as tests. It emphasizes that formative assessment has the greatest impact on learning when teachers share learning goals, involve students in self-assessment, and provide descriptive feedback.
Think About It! Group Activity with Graphic Organizer What is the difference between assessing and grading? What is assessment? Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment, teaching and learning are closely linked, as each informs the others. Assessment is a powerful process that can either optimize or repress learning, depending on how its applied.
Planned and Communicated Assessment for learning should be built into teachers planning as a part of everyday classroom practice. Learning goals, teaching strategies and assessment criteria should be carefully matched. Students should know in advance what they will learn, as well as how and why they are to be assessed. Teachers plans should be flexible so that they can make changes in response to new information, opportunities or insights. Planned and Communicated The planning needs to include strategies to check students understanding of the goals they are pursuing and the criteria that will be applied in assessing their work. How students will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned. A teachers planning should provide opportunities for both student and teacher to obtain information about progress towards learning goals, and use it to direct the learning process.
Your Turn! As you view the video https://www.youtube.com/watch?v=dxAXJEK--qk , take notes on how the teacher gathers, interprets, and uses information to guide the learning of the students. What was the objective? How does the teacher know if the students achieved it? Assess the teachers behaviors in regards to the planning, execution, and monitoring of the lesson. Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)
Watch this video and take some notes on the differences between formative and summative assessment: http://www.youtube.com/watch?v=u0nSW3W4MW0
BALANCED CLASSROOM ASSESSMENT SYSTEM
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.
FORMATIVE SUMMATIVE Occurs During Instruction Not Graded Process Descriptive Feedback Continuous
Occurs at the end Graded Product Evaluative Feedback Periodic
COMPARISON OF ASSESSMENTS
Possible Assessment Methods Formative Assessment includes
Selected Response Multiple Choice True/False Matching Fill-in Extended Written Response Performance Assessment Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.
1. Teachers value and believe in students. 2. Sharing learning goals with the students. 3. Involving students in self-assessment. 4. Providing feedback that helps students recognize their next steps and how to take them. 5. Being confident that every student can improve. 6. Providing students with examples of what we expect from them. Values and Attitudes about Assessment Formative Assessment Assessment for learning Taken at varying intervals throughout a course to provide information and feedback that will help improve the quality of student learning the quality of the course itself learner-centered, teacher-directed, mutually beneficial, formative, context- specific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993). Provides information on what an individual student needs To practice To have re-taught To learn next
1. The identification by teachers & learners of learning goals, intentions or outcomes and criteria for achieving these. 2. Rich conversations between teachers & students that continually build and go deeper. 3. The provision of effective, timely feedback to enable students to advance their learning. 4. The active involvement of students in their own learning. 5. Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Black & Wiliam, 1998 Key Elements of Formative Assessment Summative Assessment Assessment of learning Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Summative assessment methods are the most traditional way of evaluating student work. "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias (= prejudices)" (Angelo and Cross, 1993).
Which of these quotes belong to formative and which to summative? often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999)
looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998)
o provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998)
is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996)
includes both feedback and self-monitoring. (Sadler, 1989)
assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999)
Formative
often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999)
provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998)
includes both feedback and self-monitoring. (Sadler, 1989)
is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996) Summative
assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999)
looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998) If we think of our children as plants Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
The Garden Analogy
Self-evaluation Where would you place your assessment practice on the following continuum?
The main focus is on: Quantity of work/Presentation Quality of learning Marking/Grading Comparing students Advice for improvement Identifying individual progress Forms of Summative Assessment Performance Assessment Portfolio Traditional Tests End of Grade/End of Course Tests
Closure How has the information shared today changed your views/thoughts about assessment? What questions do you still have regarding assessment? Do you feel confident that you can add the assessment (s) to your lesson plan to increase effectiveness and assist students in mastery of the intended objectives?