04 Formative and Summative Assessment Practices For The Co-Taught Classroom
04 Formative and Summative Assessment Practices For The Co-Taught Classroom
04 Formative and Summative Assessment Practices For The Co-Taught Classroom
FORMATIVE &
SUMMATIVE
Essential Question
What is Assessment?
The word assess comes from the Latin verb
assidere meaning to sit with.
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
(Green, 1999).
Examples of Pre-Assessments
Anticipation/Reaction Guide
Purpose:
Squaring Off
Purpose:
Yes/No Cards
Handout
Examples of Pre-Assessments
Thumbs Up
Pinch Cards
Fist of Five
5
Learning by Doing
DuFour, DuFour, and Eaker, 2006
Frequent monitoring of each students
learning is an essential element of
effective teaching; no teacher should be
absolved from that task or allowed to
assign responsibility for it to state test
makers, central office coordinators, or
textbook publishers.
Formative
Of
Summative Assessments
Outcome:
Formative Assessments
Outcome:
2.
3.
4.
5.
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" (Angelo and Cross, 1993).
Exit cards
Journal prompts
Homework assignments
Questioning
Conversations with
student
Quizzes/pre-tests
Weekly letters
Frayer diagram
Problem to solve
Journal entry
Self-reflection
Checklists
Clipboard notes
Effective formative
assessment:
Sadler (1989)
Where am I going?
Where am I now?
Handout
Principle 1:
Principle 2:
Principle 3:
Principle 4:
Principle 5:
56
93
97
90
88
82
450
93
97
90
0
0
88
82
450
360
90
5 450
72
5 360
37
Do your teachers
require students
to re-do
assignments to
ensure that they
learn the
NY ?
If they often
award Zeros and
Fs, do the
students begin to
see that Learning
is optional? 38
Assessment @
Our School
No
Progress
Toward
Some
Progress
Toward
Not
Quite
There
Diagnostic Assessments
Performance Assessments
Common Assessments
Dynamic Assessment
Frequent Feedback
Student Self Assessment
Student Peer Assessment
Rubrics Used
Student Goal Setting
Reduction of Zeros
SB Report Card
Handout
We
Are
There
Teachers want to get students ready for real life where there
are no second chances.
work.
Responsibility
On Grades and Achievement Scores
On Work Ethic and Values
On Learning
If data is lacking, the current policy is not working.
0------------------------------ - - 69
70 - -79
80 - - 89
90 - 100
50
Einstein
52
The Power of
the I :
Give a grade of INCOMPLETE.
For
learning
For
For
For
For
IT CAN:
When
When
Principle 6:
Why?
The clarity of communication is present.
The impact of student motivation is protected.
Reporting Systems
Report cards
Checklists
Developmental continua for reporting progress
Rubrics for work habits
Narratives
Portfolios
Student-led conferences
Parent meetings
Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:
Quantity of work/Presentation
Marking/Grading
Comparing students
Quality of learning
Advice for improvement
Identifying individual
progress
Resources
http://www.gu.edu.au/centre/gihe/aboutus/aboutus_rsadler.htm