Formative and Summative Assessment To Improve Learning
Formative and Summative Assessment To Improve Learning
Formative and Summative Assessment To Improve Learning
Sande Caton
Assessments
Why do we assess our students?
Individually, write at least three ideas you have
about assessments
With one or two colleagues near you, compare your
ideas and together, come up with one idea that you
can all agree describes assessment
Share your best idea with everyone
Assessments
Formative Assessment
Summative Assessment
Why?
This also takes up to five minutes
Everyone’s ideas were heard and discussed
The workshop leader quickly assessed the background
of most of the participants and how comfortable they
are with assessment (prior knowledge)
Vignettes
An instructor gives students a quiz often throughout the
unit of study.
Instructor wants students to become more motivated with
frequent feedback
Instructor wants students to see the types of questions
they can expect on their summative assessment
This is NOT formative assessment
Students do not have the opportunity to improve on their
past work (quiz information)
Instructor does not use the information to adjust
instruction
Vignette
Instructor reads a prepared statement and asks students
to indicate with their hands (3 fingers = Absolutely; 2 fingers = Maybe; 1
finger = No Way) whether they agree.
Instructor sees every student degree of understanding
Instructor immediately decides whether to go on or revisit
the concept to address misconceptions
This IS formative assessment
Students have the opportunity to tell the instructor
whether they understand the concept
Instructor uses the student responses to adjust instruction
if needed
Strategies
Immediate (moment to moment)
Body language / facial expressions
Clickers – especially good for attention deficit
Finger voting (thumbs up/down, five point scale)
Entry/Exit cards
Minute paper / Quick write
Oral – justify reasoning
Partner collaboration (Think – Pair – Share)
Embedded instructor questions
Try One Strategy
Strategies
Often (daily to weekly)
One–to–one conversations with students
Composite best response (group work)
Discussion boards (all learn from feedback to one)
Error analysis
Graphic organizers / Anticipation guides
Quizzes
Role play / Interviews
Journaling / Reading questions / Embedded questions
Peer / Self assessment
Try One Strategy
Strategies
Periodically (several times during the course)
Chunk projects into manageable parts
Comment only grading
Debate preparation
Periodic surveys
Grade-to-date updates/conversations
Try One Strategy
Thoughts
Formative Assessment improves student achievement