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