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Classroom Assessment: Classroom Assessment: Concepts and ApplicationsConcepts and Applications
Chapter 5: Chapter 5:
Summative Summative AssessmentsAssessments
In This Chapter We Will In This Chapter We Will Cover the Following:Cover the Following:
Formative and Summative Formative and Summative AssessmentsAssessments
The Logic of Summative The Logic of Summative AssessmentsAssessments
Planning a Summative Planning a Summative AssessmentAssessment
Preparing Students for Preparing Students for Official AssessmentsOfficial Assessments
What are Summative and What are Summative and Formative Assessment?Formative Assessment?
If we think of our children as plants If we think of our children as plants … …
Summative assessmentSummative assessment of the plants is the of the plants is the
process of simply measuring them. It might be process of simply measuring them. It might be
interesting to compare and analyze interesting to compare and analyze
measurements but, in themselves, these do measurements but, in themselves, these do
not affect the growth of the plants.not affect the growth of the plants.
Formative assessmentFormative assessment, on the other hand, , on the other hand,
is the equivalent of feeding and watering the is the equivalent of feeding and watering the
plants appropriate to their needs - directly plants appropriate to their needs - directly
affecting their growth.affecting their growth.
The garden analogy:
Summative AssessmentsSummative Assessments These formal assessments are used to evaluate These formal assessments are used to evaluate
(“measure”)(“measure”) the outcomes of instruction and the outcomes of instruction and take the form of:take the form of:– TestsTests– ProjectsProjects– Term papersTerm papers– Final examsFinal exams
Three Phases of Classroom Three Phases of Classroom AssessmentAssessment
Three Phases of Classroom AssessmentEarly Assessment
Instructional Assessment
Summative Assessment
Purpose Provide quick, perceptions & practical knowledge1-gather information2-identify special needs
Constantly assess the progress and success of instruction in order to modify it if necessary
Evaluate outcomes of instruction
Timing First 2 weeks of school Daily throughout the school year
Evidence-gathering method
*Largely informal observation*school records, test scores, observations, comments from other teacher
Formal observation and student papers for planning;Informal observation for monitoring
Tests, projects, term papers, mid-term and final exams, report card grades, state-wide assessments
Type of evidence gathered
*Cognitive, affective, & psychomotor*behavior, academic work, attitude, relationships
Largely cognitive and affective
Record keeping
Mental—few written records
Written lesson plans, monitoring information not written down
6
Formative AssessmentsFormative AssessmentsPage 123
These informal These informal assessments are used to assessments are used to “form,” alter, or improve “form,” alter, or improve (“feed and(“feed and water”)water”) instruction while it is in instruction while it is in progress.progress.
They provide information They provide information when it is still possible to when it is still possible to influence or “form” the influence or “form” the teaching processes.teaching processes.
Three Phases of Classroom AssessmentEarly Assessment
Instructional Assessment
Summative Assessment
Purpose Provide quick, perceptions & practical knowledge1-gather information2-identify special needs
Constantly assess the progress and success of instruction in order to modify it if necessary
Evaluate outcomes of instruction
Timing First 2 weeks of school Daily throughout the school year
Evidence-gathering method
*Largely informal observation*school records, test scores, observations, comments from other teacher
Formal observation and student papers for planning;Informal observation for monitoring
Tests, projects, term papers, final exams
Type of evidence gathered
*Cognitive, affective, & psychomotor*behavior, academic work, attitude, relationships
Largely cognitive and affective
Record keeping
Mental—few written records
Written lesson plans, monitoring information not written down
Add,“form, alter,
or improve
instruction in progress
Good vs. Effective TeachingGood vs. Effective Teaching
GOOD EFFECTIVERefers to what teachers do during instruction
*provides review at the start of a new lesson
*states reasonable objectives
*maintains an appropriate level of lesson difficulty
*engages students in the learning process
*emphasizes important points during instruction
*gives students practice doing what they are supposed to learn*maintains a classroom environment conducive to learning
Refers to the outcomes of instructionFocuses on what the students actually learn.Goes one step beyond teaching•Utilizes summative assessments linked to objectives activities instructionto evaluate teaching effectiveness
Planning a Summative AssessmentPlanning a Summative Assessment
What should be tested?What should be tested? What type of assessment items What type of assessment items
or tasks should be used?or tasks should be used? How long should the How long should the
assessment take?assessment take? Should a teacher-made or Should a teacher-made or
textbook assessment be used?textbook assessment be used?
??
?
1. Teach students the general skills, knowledge, and processes needed for the test
2. Teach students the answers to specific questions that will appear on the test
3. Review content of the test before testing
4. Provide pretest practice with new types of question and answer formats.
5. Avoid testing on days when sports events are scheduled, the first day after a long vacation, a day the teacher is absent, etc.
6. Require all students to demonstrate their learning in the same way.
7. Tell students what types of questions a test will contain, how much the test will count, and how long it will take.
8. Use test results to retain students.
9. Notify students when a test is to be given
Matching questionsMatching questions
Matching questions consist of a Matching questions consist of a column of key words presented on column of key words presented on the left side of the page and a the left side of the page and a column of options placed on the column of options placed on the right side of the page. Students right side of the page. Students are required to match the options are required to match the options associated with a given key associated with a given key word(s). word(s).
StrengthsStrengths
Simple to construct. Simple to construct. Short reading and response time, Short reading and response time,
allowing more content to be included allowing more content to be included in a given set of matching questions. in a given set of matching questions.
Highly reliable exam scores. Highly reliable exam scores. Well-suited to measure associations Well-suited to measure associations
between facts. between facts. Reduces the effects of guessing. Reduces the effects of guessing.
LimitationsLimitations
Difficult to measure learning objectives Difficult to measure learning objectives requiring more than simple recall of requiring more than simple recall of information. information.
Difficult to construct due to the problem of Difficult to construct due to the problem of selecting a common set of key words and selecting a common set of key words and options. options.
If options cannot be used more than once, If options cannot be used more than once, the questions are not mutually exclusive; the questions are not mutually exclusive; therefore, getting one answer incorrect therefore, getting one answer incorrect automatically means a second question is automatically means a second question is incorrectincorrect
Tips for writing matching Tips for writing matching questionsquestions
Provide more possible options than questions. Provide more possible options than questions. Use longer phrases as questions and shorter phrases Use longer phrases as questions and shorter phrases
as options. as options. Keep questions and options short and homogeneous. Keep questions and options short and homogeneous. Avoid verbal cues and specific determiners (e.g., the, Avoid verbal cues and specific determiners (e.g., the,
a, an). a, an). Number each question and use alphabetical letters for Number each question and use alphabetical letters for
the options. the options. Specify in the directions the basis for matching and Specify in the directions the basis for matching and
whether or not responses can be used more than whether or not responses can be used more than once. once.
Make all questions and all options the same type (e.g., Make all questions and all options the same type (e.g., a list of events to be matched with a list of dates). a list of events to be matched with a list of dates).