Post on 01-Feb-2022
transcript
Two Types of Assessment:
Formative and Summative
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C A R O L I N E C O U N T Y P U B L I C S C H O O L S
“Assessments let me show what I know!”
Formative Assessment
The goal of formative assessment is to provide information during the course of instruction. Formative assessments can be used by both teachers and students. More specifically, form-ative assessments:
help teachers identify students’ level of content mastery so enrichment and reme-dial efforts can be planned and delivered;
help students identify their own strengths and weaknesses so they can establish per-sonalized learning targets.
Examples:
Quizzes
Questioning
Classwork
Exit Tickets
Conferencing
Summative Assessment
The goal of summative assessment is to evalu-ate overall learning. Assessments that occur at the end of a unit, quarter, or year are consid-ered summative. Information from summative assessments can be used formatively when stu-dents or teachers use it to guide their learning and teaching.
Examples:
Tests
Benchmarks
Projects
SOL Tests
Tips for Parents:
Minimizing Test Anxiety
Ensure that your child has good attendance at school and is present on days when as-sessments occur.
Stay in communication with your child's teacher about upcoming assessments.
Help your child learn how to follow directions carefully. This will minimize errors and anxie-ty on assessments.
Encourage your child to read as much as pos-sible, and to increase his vocabulary - even magazines, newspapers, and comic books help improve your child’s reading skills.
Staying calm will help your child stay calm. If he gets nervous or is likely to experience anxiety during the test, practice some relaxa-tion techniques that he/she can try once taking the test.
ASSESSMENT INFORMATION
Why Assess?
Assessment is an essential component of the instruc-tional process. At the beginning of instruction, assess-ments are used to determine baseline data or meas-ure prior knowledge. During a lesson, a teacher uses formative assessment strategies such as quizzes, questioning, and exit tickets to monitor and adjust teaching practices. Summative assessments, whether they occur at the end of a learning unit or at the con-clusion of a course, indicate whether a student has achieved mastery of key concepts and is ready to move forward. Assessments at every stage of the in-structional process provide invaluable information to teachers, students, and parents.
ASSESSMENTS:
A description of each state and division mandated assessment along with those recommended for college bound students appear in the list below. Other common assessments, quizzes, and tests may be required at the school level.
Description Grade Time
BENCHMARKS A criterion refer-
enced test given to determine stu-
dents’ knowledge on subject
matter taught up to that point in
the school year. These assessments
provide teachers with information
needed to inform instruction and
meet students’ individual needs.
(Division Required)
2-12
Once per
quarter or
semester
ALTERNATIVE ASSESSMENTS VAAP
is an alternative assessment for
students with disabilities. For VAAP,
students create a collection of evi-
dence to demonstrate mastery of
the ASOLS. (Mandated by the
VDOE)
3-8,11
Spring
SOL These criterion referenced
tests are given yearly to students in
grades 3-8 and End of Course (high
school level). They measure stu-
dents’ knowledge and understand-
ing of subject matter. (Mandated
by the VDOE)
3-8
9-12
End of the Year End of Fall and Spring semester
PERFORMANCE-BASED ASSESS-
MENTS Students demonstrate
mastery by completing a perfor-
mance task that are evaluated with
a rubric. (Mandated by the VDOE)
K-12 Throughout
the school
year
PSAT A standardized
test administered by
the College Board. The
scores from the
PSAT/NMSQT are used to
determine eligibility for
the National Merit Scholar-
ship Program. (Division
required)
Grades 8, 9, 10, and 11
Once per year in
October
SAT A test used to assess a
student's readiness for
college. Scores on this test
are used as a determiner
for entry into colleges and
universities across the US.
(Required for college bound
students)
For stu-dents in Grades 10-12 who are interested in pursuing a college education.
Periodically on Satur-days throughout the school year
ACT This test measures
what students learn in high
school to determine their
academic readiness for
college. (Required for col-
lege bound students)
For stu-dents in Grades 10-12 who are interested in pursuing a college
Periodically on
Saturdays throughout the school year
AP EXAMS These exams
are taken after completion
of Advanced Placement
course work. If a student
scores a 3, 4, or 5 on a test,
they can be awarded col-
lege course credit.
For stu-dents in Grades 9-12 who are interested in pursuing college.
Taken at the conclu-sion of an Advanced Placement course
Description Grade Time
Description Grade Time
FOUNTAS AND PINNELL A tool used to identify the instructional and independent reading levels of all students and document student progress through one-on-one formative and summative assess-ments. (Division Required)
K-5 Fall, Winter, Spring
PALS The phonological awareness
literacy screening tool is used to
identify students in need of addi-
tional reading instruction. PALS
measures a student’s sound aware-
ness, letter and word recognition,
and oral reading. (Mandated by the
VDOE)
Prek-2
3
Fall, Winter, Spring
Fall, Winter
STAR A computer-adaptive norm-
referenced assessment for Reading
and Math; it uses sophisticated
item calibration and psychometrics
to adjust dynamically to each
child’s unique responses. (Division
Required)
Math 1-8
Read-
ing 2-8
Fall, Winter, Spring