ASSESSMENT: FORMATIVE & SUMMATIVE

Practices for the Classroom

Why Discuss Assessment?

SINI & DINI Root Cause Analysis
A review of the data shows that there is a lot of testing happening in the district, but that assessment does not necessarily drive curriculum and instruction. District educators indicated that the timeliness of receiving data impacts their ability to use it effectively. Educators expressed a frustration related to their ability to analyze and synthesize the data.

What is Assessment?
The word assess comes from the Latin verb assidere meaning to sit with.
In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1999).

Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

The State of Assessment

A wealth of research a poverty of practice. (Black and Wiliam, 1998) Shift from teaching to learning Preservice and inservice training Confusion of terms and conditions
Evaluation Assessment
Formative Summative

Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

Values and Attitudes about Assessment

1. 2. 3. 4. Teachers value and believe in students. Sharing learning goals with the students. Involving students in self-assessment. Providing feedback that helps students recognize their next steps and how to take them. 5. Being confident that every student can improve. 6. Providing students with examples of what we expect from them.

Formative Assessment
Assessment for learning Taken at varying intervals throughout a course to provide information and feedback that will help improve
the quality of student learning the quality of the course itself

 learner-centered, teacher-directed, mutually beneficial, formative, contextspecific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993). Provides information on what an individual student needs
To practice To have re-taught To learn next

Key Elements of Formative Assessment

1. The identification by teachers & learners of learning goals, intentions or outcomes and criteria for achieving these. 2. Rich conversations between teachers & students that continually build and go deeper. 3. The provision of effective, timely feedback to enable students to advance their learning. 4. The active involvement of students in their own learning. 5. Teachers responding to identified learning needs and strengths by modifying their teaching approach(es).
Black & Wiliam, 1998

Summative Assessment
Assessment of learning Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Summative assessment methods are the most traditional way of evaluating student work. "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).

Formative
often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999) provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998) includes both feedback and self-monitoring. (Sadler, 1989) is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996)

Summative
assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999) looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998)

The Garden Analogy

If we think of our children as plants Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

Factors Inhibiting Assessment

A tendency for teachers to assess quantity and presentation of work rather than quality of learning. Greater 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.

Self-evaluation
Where would you place your assessment practice on the following continuum?
The main focus is on:
Quantity of work/Presentation Marking/Grading Comparing students Quality of learning Advice for improvement Identifying individual

progress

Forms of Summative Assessment

Performance Assessment Portfolio Traditional Tests

Implications for classroom practice

Share learning goals with students.
Involve students in self-assessment.

Provide feedback that helps students recognize their next steps and how to take them.
Be confident that every student can improve.

K-6 Student Assessment

2005-2006
Grade Level(s)
Kindergarten K- 4 K- 6

Assessment Tool
*Observational Survey *Guided Reading Levels *Writing Sample *Pre Tests *Post Tests *District Wide Math Assessment *Benchmarks

Type of Assessment
Summative Formative Summative Formative Summative To be determined Formative Summative

Timeframe

Other

End of Kindergarten Year Dec./Jan, March, May/June April - June Throughout Year Throughout Year To be determined Throughout Year January - March (TBD)

Results given to principals Results given to principals * * * To be determined Administered to new and/or low achieving students *

1st - 6th *Writing Prompt

K-6 Student Assessment 2005-2006 Grade Level(s)

2nd - 6th

Assessment Tool
*Qualitative Spelling Inventory *M.A.P. (NWEA)

Type of Assessment
Formative Formative

Timeframe

Other

Completed by Nov. 1st September

To be shared at parent conference *

*M.A.P. (NWEA)

Summative

June

*
Will replace QRI, Benchmarks, Gates and possibly Terra Nova * Results given to principals

Full implementation by June, 2006 3rd - 6th *NECAP *Record of Instructional Reading Progress Summative Summative October Dec./Jan, March, May/June

5th - 6th