FORMATIVE AND SUMMATIVE ASSESSMENTGathering Information about Student Learning

R. Grant

SUMMATIVE ASSESSMENT

Definition Given periodically to determine at a particular

time what students know and do not know relative to content standards

Is associated with but not limited to standardized testing

At the district and classroom level is an accountability measure

SUMMATIVE ASSESSMENT

Uses and Limitations Can only help in evaluating certain aspects of

the learning process because they are spread out Occur after instruction every few weeks, months,

or once a year Used as tools to help evaluate program

effectiveness, school improvement goals, alignment of curriculum, or student placement in specific programs

SUMMATIVE ASSESSMENT

Uses and Limitations Happens to far down the learning path to provide

information at the classroom level and to make instructional adjustments and interventions during the learning process

SUMMATIVE ASSESSMENT

Types of State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability of schools

(AYP) and student (report card grades)

FORMATIVE ASSESSMENT

Definition Process of gathering information used by

teachers and students to determine what is needed to adjust teaching and learning while they are happening

Informs both students and teachers about student understanding at a point when timely adjustments can be made

FORMATIVE ASSESSMENT

Allow adjustments that help ensure students achieve targeted standards-based learning goals within a set time frame

Complements diagnostic teaching Is a “verb”, not a “noun” Is a process

FORMATIVE ASSESSMENT

Role of teachers Teachers are critical to

Identifying learning goals Setting clear criteria for success Designing assessment tasks that provide evidence of

student learning

FORMATIVE ASSESSMENT

Instructional strategies/tools to support formative assessment Criteria and goal setting Observations Questioning strategies Self and peer assessment Student record keeping

FORMATIVE ASSESSMENT

Enhances student role in assessment Key questions for students

Where am I now? Where am I going? How can I get there?

COMPARING FORMATIVE AND SUMMATIVE

Can be used as practice Helps teachers

determine next steps in learning process

Supports student involvement and ownership in assessment

High level of teacher involvement

Provides descriptive feedback

Students held accountable

Holds teachers accountable

Students are not engaged in assessment

Limited teacher involvement

Provides a grade, score, ranking, etc.

Formative Summative

COMPARING FORMATIVE AND SUMMATIVE

Process composed of multiple tools

Is a pedagogy Conducted as part of

instruction Encourages teacher

reflection Clarifying, sharing Culture Multiple sources of

evidence

By product, end goal Is the result of Conducted after

instruction Reporting

Formative Summative

FINAL THOUGHTS

Teaching and learning are enhanced when there is comprehensive assessment at the classroom level that balances formative and summative student learning/achievement information

Comprehensive assessment allows a clear picture to emerge of where a student is relative to learning targets and standards