Formative vs Summative Assessment

7/21/2019 Formative vs Summative Assessment

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GOOD

MORNING!



ASSESSMENT:

FORMATIVE & SUMMATIVE

Teacher : SIMONA BOERU



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 inextricably

linked, as each informs the others.

Assessment is a powerful process that can either

optimize or inhibit learning, depending on how it’s 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. tudents should

know in advance what they will learn, as well as how

and why they are to be assessed. !eachers’ plans

should be flexible so that they can make changes in

response to new information, opportunities or insights.




!he 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.




"ow 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 teacher’s 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.



VALUES AND ATTITUDES

ABOUT ASSESSMENT

#. !eachers value and believe in students.

$. haring learning goals with the students.

%. &nvolving students in self'assessment.

(. )roviding feedback that helps studentsrecognize their next steps and how totake them.



VALUES AND ATTITUDES

ABOUT ASSESSMENT

*. +eing confident that every student can

improve.

. )roviding students with examples of whatwe expect from them.



A tool used after

instruction to measure

student achievement

which provides evidence

of student competence or

program effectiveness.

A process used by teachers

and students during instruction

that provides feedback to adjust

ongoing teaching and learning

to help students iprove their

achieveent of intended

instructional outcoes.

BALANCED CLASSROOM ASSESSMENT SYSTEM

SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT



SUMMATI! ASS!SSM!"T



SUMMATIVE ASSESSMENT

Assessment of learning

-is a kind of measurement that takes placeto round things off or make a one'offmeasurement. /eremy "armer, $0012



SUMMATIVE ASSESSMENT

- looks at past achievements - addsprocedures or tests to existing work ...involves only marking and feedback grades to

student - is separated from teaching - iscarried out at intervals when achievement hasto be summarized and reported.

generally taken by students at the end of a

unit or semester to demonstrate the 3sum3 ofwhat they have or have not learned.



WHY IS SUMMATIVE ASSESSMENT

IMPORTANT?

4hile it is crucial that students’ work, abilities and

progress be tracked and assessed throughout the

entire learning process, it is also imperative that

teachers have proof of what the students have learned

during that process. &t is the summative assessment

that is used to determine grades and future directions

for students.



WHY IS SUMMATIVE ASSESSMENT

IMPORTANT?

ummative assessment tells both the teacher and

the student what areas are clear to the student, and

which will re5uire more work. 6or summative

assessment to be effective and useful, the results of a

summative assessment need to be compared with

some sort of a standard7 this could be within the class,

city'wide, province8state'wide, national standards, etc.



WHAT TYPES OF SUMMATIVE

ASSESSMENTS ARE THERE?

ummative assessment, or assessment of learning,can take many forms. "ere are some possible types of

summative assessments9



W H AT T Y P E S O F S U M M A T I V E A S S E S S M E N T S A R E T H E R E ?

End of unit tests or projects. 4hen assessments

reflect the stated learning objectives, a well'designedend of unit test provides teachers with information

about individual students identifying any student who

failed to meet objectives2, as well as provides an

overall indication of classroom instruction.





End-of-semester/-year paper. &f end of

semester8year grades are based on specified criteria,they provide information on how well a student has met

the overall expectations for that particular period.





Portfolios. 4hen used as part of an evaluation of

student learning, portfolios provide evidence to supportattainment of stated learning objectives.





Public exams. ome of these are9 :L;, <;!, );!,

6=;, =A;, =);, &;L!, !>;6L, !>;&= !est of;nglish for &nternational =ommunication2 etc.



#$%MATI! ASS!SSM!"T



FORMATIVE ASSESSMENT

Assessment for learning

!aken at varying intervals throughout a

course to provide information and feedback

that will help improve9

? 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 practice3 Angelo and =ross,#%2.

)rovides information on what an individual student

needs9

? To practice

? To have re-taught

? To learn next






!he goal of formative assessment is to

monitor student learning to provide ongoing

feedback that can be used by instructors to

improve their teaching and by students to

improve their learning. Bore specifically,

formative assessments9




help students identify their strengths and

weaknesses and target areas that need work

help faculty recognize where students are

struggling and address problems immediately




!eachers who engage in formative assessments give

continual, explicit feedback to students and assist them

in answering the following 5uestions9

Where am I going?

Where am I now?

How can I close the gap between the two? 2

http://www.learnnc.org/lp/pages/5212

http://www.learnnc.org/lp/pages/5212




&n order to show students how to close the

gap between where they are academically

and where they want to be, teachers must

help students evaluate their progress in the

learning process and give them explicit,

descriptive feedback specific to the learning

task.



KEY ELEMENTS OF FORMATIVE

ASSESSMENT

&. !he identification by teachers C learners oflearning goals, intentions or outcomes andcriteria for achieving these.

$. Dich conversations between teachers Cstudents that continually build and godeeper.

%. !he provision of effective, timely feedback toenable students to advance their learning.



KEY ELEMENTS OF FORMATIVE

ASSESSMENT

(. !he active involvement of students in theirown learning.

*. !eachers responding to identified learningneeds and strengths by modifying theirteaching approaches2.



WHAT TYPES OF FORMATIVE


6ormative assessment, or assessment for

learning, can take many forms. "ere are

some possible types of formative

assessments9



OBSERVATIONS!he more we know about students, the more we can

help them. >bservations, sometimes called kid

watching, can help teachers determine what students

do and do not know. !here are several instruments

and techni5ues that teachers can use to record useful

data about student learning. "ere are a few'



OBSERVATIONSAnecdotal otes! !hese are short notes written

during a lesson as students work in groups or

individually, or after the lesson is complete. !heteacher should reflect on a specific aspect of the

learning and make notes on the studentEs progress

toward mastery of that learning target.



$(S!%ATI$"S

!he teacher can create a form to organize

these notes so that they can easily be used

for adjusting instruction based on student

needs.



OBSERVATIONS"abels or #tic$y otes9 !eachers can carry

a clipboard with a sheet of labels or a pad of

sticky notes and make observations as they

circulate throughout the classroom. After the

class, the labels or sticky notes can be placed in

the observation notebook in the appropriate

studentEs section.



OBSERVATIONS

4hatever the method used to record

observations on studentsE learning, the

important thing is to use the data collected to

adjust instruction to meet student needs.



QUESTIONING Asking better 5uestions affords students an

opportunity for deeper thinking and provides teachers

with significant insight into the degree and depth of

student understanding. Fuestions of this nature

engage students in classroom dialogue that expands

student learning. Fuestions should go beyond the

typical factual 5uestions re5uiring recall of facts or

numbers.



QUESTIONING )aul +lack, a noted authority on formative

assessment, suggests that 3more effort has to

be spent in framing 5uestions that are worth

asking9 that is, 5uestions which explore

issues that are critical to the development of

studentsE understanding.3 +lack et al., $00%2



FOUR CORNERS%our &orners is a 5uick strategy that can be used

effectively in the formative assessment process for

gauging student understanding. &t can engage

students in conversations about controversial topics.

!he four corners of the classroom can be labeled as

trongly Agree, Agree, Gisagree, and trongly

Gisagree.



FOUR CORNERS)resent students with a statement, like 3All

students should wear uniforms to school,3 and have

them move to the corner that expresses their

opinion. tudents could then discuss why they feel

the way they do. !he teacher can listen to student

discussions and determine who has information to

support their opinion and who does not.



FOUR CORNERS

Another way to use 6our =orners is associated with

multiple choice 5uizzes. Label the corners of the

classroom as A, +, = and G. tudents respond to a

teacher'created 5uestion by choosing the answer they

feel is correct. !hey must be able to give a reason fortheir answer.



OTHER EXAMPLES;xamples of formative assessments include

asking students to9

draw a concept map in class to represent their

understanding of a topic

submit one or two sentences identifying the

main point of a lecture

turn in a research proposal for early feedback



'( often means no more thanthat the assessment is carried outfrequently and is planned at thesame time as teaching.) *+lac$ and,iliam 0

'( provides feedbac$ 1hichleads to students recogni2ing the*learning0 gap and closing it ( itis for1ard loo$ing () *3arlen40

' ( includes both feedbac$ andself-monitoring.) *#adler 40

'( is used essentially to feedbac$ into the teaching andlearning process.) *Tunstall and5ipps 60

FORMATIVE & SUMMATIVE

'(assessment *that0 hasincreasingly been used tosum up learning()*+lac$ and,iliam 0

'( loo$s at pastachievements ( addsprocedures or tests toexisting 1or$ ... involves onlymar$ing and feedbac$ gradesto student ( is separatedfrom teaching ( is carried outat intervals 1hen achievement

has to be summari2ed andreported.) *3arlen 40



#$%MATI! ) SUMMATI!

THE GARDEN ANALOGY &f we think of our children as plants -

Summative assessment of the plants is the process of

simply measuring them. &t might be interesting to compare

and analyze measurements but, in themselves, these do notaffect the growth of the plants.

Formative assessment , on the other hand, is the e5uivalent

of feeding and watering the plants appropriate to their needs

' directly affecting their growth.



#A*T$%S INHIBITING

ASS!SSM!"T

A tendency for teachers to assess quantity and

presentation of work rather than quality of learning.

Hreater attention given to marking and grading, much of it

tending to lower self esteem of students, rather than providing advice for improvement.

A strong emphasis on comparing students with each

other, which demoralizes the less successful learners.



7ccurs at the end

5raded

Product

Evaluative %eedbac$

Periodic

7ccurs 8uring

9nstructionot 5raded

Process

8escriptive %eedbac$

&ontinuous

OM"ARI#ON O$

A##%##M%N&#

SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT



SELF-EVALUATION4here would you place your assessment practice on the following

continuumI

The main focus is on:

Fuantity of work8)resentation Fuality oflearning

Barking8Hrading Advice for

improvement

=omparing students &dentifying

individual progress

+ u a l i t , o f l e a r n i n g



T-A" /$U0

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Formative vs Summative Assessment

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