Ashleigh Shields

PART A
Comparison of Formative and Summative Assessments

Formative Assessments Summative Assessments

 Assessments are designed to align directly with the  Assessments are designed to cover all of the outcomes in a
lesson and content being taught. If the content is not unit at the end of the unit. Summative assessments give
being taught yet, it will not be assessed at that time. students an opportunity to demonstrate what they have
Students will be not be confused about what they are learned.
being asked to know.  Teachers can use the assessments to determine gaps in the
 Teachers can get more immediate feedback as to what curriculum and teaching. The information can be used to
content is being learned or missed. Teachers can see build and redesign curriculum.
what students are struggling and intervene  Scores on summative assessments can be used to gauge
Intent appropriately. student understanding and results can be compared to other
 Students can use the results from formative students to see where common misunderstanding or high-
assessments to see if they are at the level they should level mastery occurred.
be for the lesson. If students are not understanding  Feedback is less instant than in formative assessment, as
they can seek further help from the teacher or outside summative assessments require more extensive grading due
resources. to the more expansive nature of the assessment.
 Results of assessments are available in time to make
informed decisions about mastery of the content and
interventions can be made before the end of the unit or
lesson.
 Teacher  Teachers
Audience
 Students  Curriculum leaders

 KWL Chart (Know-Want to know-Learned)  Unit test

 Problem Set Assignment  Final project
Examples  Interactive Student Notebook  Standardized tests
 Think-Pair-Share
 Exit Slip
 Formative and Summative Assessment Essay
Formative assessments and summative assessments are both important parts of the learning process in any classroom. Both
types of assessments can be used to ascertain different aspects of student learning and achievement. Learning will not happen without
goals and goals can not be met without assessing improvement.
According to Rick Stiggins, in Classroom Assessment for Student Learning, formative assessments are “assessments for
learning.” This means that learning occurs before, during, and after the formative assessment is happening. Formative assessments
are a tool that allows teachers to see what students understand and where they might need some additional guidance. In the same way,
students can use formative assessment to gauge themselves throughout the learning process and play a more active part in their
learning. Formative assessment results give students the ability to be more in tune with what they do and do not know so that they can
seek additional help from the teacher or other resources. Teachers will know better what needs to be taught more clearly and students
know what they needing to learn based on their performance.
Stiggins, in the same text, refers to summative assessments as “assessments of learning.” Summative assessments are used to
demonstrate what the student has learned at the end of the unit, semester, or year. This type of assessment is used primarily to see
what students have mastered and what they have not mastered. Because of the nature of this type of assessment, feedback to students
is not early enough to make changes in their learning, so the grade is final and set. Summative assessments hold more value to
teachers, because they can be used to determine what concepts or skills need to be covered better in the lessons for future classes and
what should be changed within the curriculum.

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 PART B

High Achievement Unit Outcome: Chemistry Outcome 7: Students will examine and define concepts of Thermochemistry and

Kinetics to investigate and explain interactions between molecules.

List All Learning Target Type

Targets/Components for One Indicate whether
each Learning
High Achievement Unit Outcome Target is Formative Assessment Selected
Knowledge,
(include Learning Target Number) Reasoning, Skill, or
Product
Chem 7.1: Identify how mass and Knowledge K-W-L Chart
chemical properties affect the
specific heat of chemicals. Students can jot down what they
remember from a previous unit about
chemical properties of matter for the
“K” part of the chart. They will also
fill out the “W” of the chart with what
they want to know in the lesson. After
the lesson over specific heat, they will
fill in what they learned.
Chem 7.2: Design and conduct an Product/Skill Lab Outline/Experiment
experiment to determine the
specific heat of a known metal Students will be provided with the
using calorimetry. basic outline for writing a lab. With
their lab partner they will complete the
sections of the lab using what they
have learned in Outcome 7.1. They
will need teacher initials to complete
certain parts of the lab, particularly the
 purpose and steps. This will ensure
students are not missing anything vital
for the lab they will conduct. Once the
lab outline is completed, they will
conduct the experiment they designed.
They will follow up with a lab report
detailing their observations.
Chem 7.3: Interpret data from an Reasoning Lab Data Analysis
experiment using calorimetry to
determine changes in enthalpy at a As mentioned in Outcome 7.2,
constant pressure. students will conduct a lab that they
have designed. They will follow this
up with data analysis for the lab report
they will write.
Chem 7.4: Use heating curves and Reasoning Think-Pair-Share
phase diagrams to show the
changes in phases of energy and Students will do a cooperative learning
explain how this relates to their activity where they are asked what
ability to absorb energy. energy is, if it can be lost or gained,
what does absorbed or released energy
look like, and other questions to get
them thinking about the concepts in
the lesson. They will think
independently, pair with a partner,
share with a partner, and then have the
opportunity to share out loud to the
class. When the lesson is over, they
will Think-Pair-Share and write an
exit slip answering the following:
“How can graphs be used to show the
changes in energy a substance
undergoes?”
Chem 7.5: Determine the difference Reasoning Bond Energy Problem Set
between endothermic and
exothermic reactions based on the Students will complete a problem set
change in bond enthalpy and from the textbook where they will find
calculate entropy changes for the bond energy for different chemical
chemical reactions. reactions.
Chem 7.6: Define factors that cause Knowledge Interactive Notebook Check
reaction rates to change and
indicate how increasing or Students will complete a graphic
decreasing these factors will affect organizer in their Interactive
the rate of reaction. Notebooks defining and identifying
what factors affect the rate of chemical
reaction. They will then use this
information to work through scenarios
with a small group to figure out what
factor is causing the reaction rate to
change and why that is happening.
Chem 7.7: Interpret graphs to Reasoning Graph Problem Set
determine if reactions are
exothermic or endothermic and Students will be presented with graphs
indicate how the presence of a that show reaction rates for chemicals
catalyst affects the graph. under stress. Students will interpret
these graphs to determine if the
reaction is endothermic or exothemic
and if its affected be a catalyst. Then
students will be given scenarios that
describe a chemical reaction. They
will draw their own graph to represent
what is happening in the scenario.