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Formative and Summative Assessment

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Formative and Summative Assessment. Belonging Challenges Creativity Discovery Exploring Time and Place Identity Well-being. Formative. Assessment for learning can take place throughout the daily lessons of a unit, providing helpful feedback to both teacher and learners . - PowerPoint PPT Presentation
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Formative and Summative Assessment Belonging Challenges Creativity Discovery Exploring Time and Place Identity Well-being
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Page 1: Formative and Summative Assessment

Formative and Summative Assessment

BelongingChallengesCreativityDiscoveryExploring Time and PlaceIdentityWell-being

Page 2: Formative and Summative Assessment

Formative• Assessment for learning can take

place throughout the daily lessons of a unit, providing helpful feedback to both teacher and learners.

• It tells learners how well they know and understand the content of the lesson.

• Learners reflect on their progress toward the goals.

Page 3: Formative and Summative Assessment

Learner Can–Do Chart I Can Yes With Help This Is Still

a GoalDiscuss my lifestyle routine and find out about how others spend their time

     

Discuss health/ lifestyle balance issues and needs with others 

     

Respond to and offer suggestions on how to create a balanced lifestyle

     

Page 4: Formative and Summative Assessment

Formative• Quick homework checks will allow learners to

assess their understanding of a concept. (chart noting a “+” for completed and reasonably accurate)  Category Completed Reasonably

AccurateListen Kind

Homework Checks + +     

      + -

         

Page 5: Formative and Summative Assessment

Formative• Teachers use this feedback to make adjustments

to lesson plans and pacing as appropriate.

Teacher Can-Do ChartCategory I can discuss my

lifestyle routine and find out about how

others spend their time.

I can discuss healthy/lifestyle balance issues and needs with

others.

I can respond to and offer

suggestions on how to create a

balanced lifestyle.

Student 1

 Student 2

 Student 3     

Page 6: Formative and Summative Assessment

Formative• During pair or group work, circulate

and monitor individual learners for staying in the target language (T), for their accuracy (A) on specific structures, for their ability to listen (L) and respond appropriately, and for their ability to be kind (K) by being an equal conversational partner in an activity (T.A.L.K.)

Page 7: Formative and Summative Assessment

Formative• T.A.L.K. scores allow teachers to track learner

performance during various speaking activities.T.A.L.K Scores: + Consistency Few Difficulties- Many Difficulties

 Category Target Language

Accuracy Listen Kind

Student A + -  Student B + + - Student C      

Page 8: Formative and Summative Assessment

Formative• Exit Slips

- Exit slips work well when the teacher would like to see in writing how well an individual learner is able to meet the lesson objective.

- Learners can be asked to write words and phrases that explained an expression introduced in class.

- Collect the exit slips as learners leave.- Review the exit slips and pull out the ones for

learners who did not make sufficient progress toward the objective.

- Provide additional support to those learners during the next lesson.

Page 9: Formative and Summative Assessment

Formative- Students reflect and evaluate

their performance based on their global competencies.

- Learners provide evidence of understanding.

Page 10: Formative and Summative Assessment

Global CompetencyLearning Activity Formative Assessment(representative samples from beginning to end of unit)

How does this activity support the unit goals

or performance tasks?

Mode of Communication

InterculturalitySelf

Community World

Watch video clip of song, “Ma Vie au Soleil” (My Life in the Sun), and list activities that relate to a more relaxed lifestyle.

Explore elements of a balanced lifestyle

 Interpretive S

Use Liberation (newspaper) headline and article on stress at school. Have Learners complete a graphic organizer with statistics from the article and then compare them to their own situations. 

 Learn about the impact of school

on lifestyles

InterpersonalInterpretive

S,C,W

Page 11: Formative and Summative Assessment

Global CompetencyLearning Activity Formative Assessment(representative samples from beginning to end of unit)

How does this activity support the unit goals

or performance tasks?

Mode of Communication

InterculturalitySelf

Community World

Read an article on how French teenagers spend their free time. Design survey questions to use with learners studying French. Create a graphic organizer to compare school results to those in the article. Discuss the results in groups.

 Explore how French

teens spend freetime and make comparisons

 InterpersonalInterpretive

Presentational

 C,W

Work in groups to create a multimedia presentation that explains metro, on the context of a teenager’s life in the United States.

 Create a product that explains the lifestyle of a U.S. teenager to

French teens

 InterpersonalPresentational

 C,W

Page 12: Formative and Summative Assessment

Summative- Teacher creates rubrics to provide the learner with clear

criteria by which the performance will be evaluated.- Rubrics provide feedback on the strengths of the

performance and suggestions for continuous improvement.- Rubrics help learners

• Set goals and take responsibility for their learning by clarifying expectations for performance.

• Develop their ability to self-assess their own work in terms of quality.

- Rubrics help others (parents, administrators, colleagues) understand the criteria for excellent performance

- Rubrics increase an assessment’s reliability through well-defined criteria that can be applied consistently across individual performance.

- Rubrics help align criteria to standards, curriculum, and performance descriptors.

Page 13: Formative and Summative Assessment

Summative - Sample Performance AssessmentSummative

PerformanceAssessment 

These tasks allow learners to demonstrate how well they have met the goals of the unit.

They are integrated throughout the unit.

The template encourages multiple interpretive tasks.

The interpretive tasks inform the content of the presentational and interpersonal tasks.

The tasks should incorporate 21st century skills.

Interpretive Mode 

                 

Presentational Mode Learners will create a presentation based on multiple sources of information highlighting ways to promote A BALANCED LIFESTYLE FOR TEENAGERS. The presentation will be shared with another French class.

Interpersonal ModeIn pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in (France) in terms of a balanced lifestyle. They compare their daily routines and schedules and make and respond to suggestions to adjust their lifestyle.

Learners will read a blog written by a teenager where he discusses his activities. They will demonstrate comprehension by answering questions about main ideas and will complete a graphic organizer based on information found in the text.

Learners will watch a commercial for a product that promises to make life easier or less stressful and will demonstrate comprehension by analyzing the effectiveness of the message and product.

Learners will read a schedule of a top athlete to determine how he spends the hours in his day, deciding what elements are part of a balanced lifestyle and what is missing.

Page 14: Formative and Summative Assessment

Summative - InterpersonalCategory Strong

Performance10, 9

Meets Expectations8

Approaching Expectations

7How well am I understood?(Domain: Language Control)

I am easily understood. Errors in speaking are minor and do not interfere with communication.

I am understood most of the time. I may need to repeat or reword occasionally. Errors in speaking do not interfere with communication.

I am difficult to understand at times, and I may ask for help expressing ideas (ex: “How do you say….?”). Some errors in speaking may interfere with communication.

How involved am I in the conversation?(Domains: Functions, Text type)

I ask a variety of relevant questions to keep the conversation going. I can respond to questions and/or add follow-up comments/information. I encourage others to participate.

I ask relevant questions to keep the conversation going. I can respond to questions and/or make a follow-up comment.

I ask a few relevant questions; I respond to questions simply.

What communication strategies do I use?(Domain: Communication Strategies)

I ask for clarification as needed. If I don’t know a word, I can explain it another way (circumlocution).

I ask for repetition as needed. If I don’t know a word, I can use gestures and drawings to express what I mean.

I can say “I don’t understand” as needed. If I don’t know a word, I quit talking.

Page 15: Formative and Summative Assessment

Summative - InterpersonalCategory Strong

Performance10, 9

Meets Expectations8

Approaching Expectations

7How do I demonstrate that I can correctly use the new vocabulary from the lesson/unit? 

(Domains: Vocabulary, Context/Content)

I successfully use many new words related to the unit to discuss the assigned topic.

I successfully use a few new words related to the unit to discuss the assigned topic.

I successfully use familiar words related to the unit to discuss the assigned topic.

What cultural knowledge and understandings do I share? 

(Domain: Cultural Awareness)

I add relevant information about the target culture. I use cultural gestures and/or expressions that imitate those that a native speaker would use.

I refer to relevant information about the target culture. I may imitate some cultural gestures and/or expressions that a native speaker would use.

I make limited or no references to the target culture. I may use a cultural gesture or expression that I have learned in class.

Page 16: Formative and Summative Assessment

Summative - PresentationalCategory Strong

Performance10, 9

Meets Expectations8

Approaching Expectations

7Am I understood? 

(Domain: Language Control)

My writing is clearly understood; the reader understands the writer’s intent without extra effort. Errors do not interfere with the message.

My writing is generally understood, but the reader may have to occasionally reread a phrase or sentence to understand. Errors do not interfere with the message.

My writing is generally understood, but the reader may have to be willing to make a guess or reread to understand. Errors occur and do cause some confusion for the reader.

How rich is my vocabulary? 

(Domain: Vocabulary)

I use a wide variety of familiar vocabulary and correctly and appropriately incorporate new experiences from the current unit of study.

I use a variety of familiar vocabulary and correctly and appropriately incorporate a few new expressions from the current unit of study.

I use simple, familiar vocabulary correctly, and I may use a few new expressions from the current unit of study.

How well do I complete the task? 

(Domains: Functions, Context/Content)

I complete each part of the task, adding some details.

I complete each part of the task.

I compete most of the task.

Page 17: Formative and Summative Assessment

Summative - PresentationalCategory Strong

Performance10, 9

Meets Expectations8

Approaching Expectations

7How organized is my writing? 

(Domain: Text Type)

My ideas are presented in an organized manner. My sentences are varied and interesting, and I use transitions to connect my thoughts.

My ideas are presentedin a somewhat logical manner. I have some interesting sentencesand use transitions to connect my thoughts.

My ideas are shared in a random fashion. My sentences follow a predictable pattern.

How are knowledge and understanding of the target culture represented? 

(Domain: Cultural Awareness)

Comparisons between French and American culture are accurately presented.

Information about the target culture is accurately presented.

Information about the target culture is presented but may or may not be accurate.


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