1. FORMATIVE & SUMMATIVE ASSESSMENTS Michael Lancaster

2. Agenda Inclusion Activity Objectives Definitions Examples When and How? Share Out Opportunity

3. Inclusion Activity - "I'm In" Why? To bring us together and to know that we are all present in this room. How? Share with those around you, what you are thinking about, where you might rather be, etc. After sharing, end with "...but I'm in."

4. Objectives Provide an overview of summative and formative assessments Learn when, how and why these assessments may be used Share and examine examples of these assessments Discuss the next steps to implement the use of these assessments in your class

5. What are Formative & Summative Assessments? Take a few minutes to come up with a 30 second speech (an elevator speech) of what your definitions are of Formative & Summative Assessments. Share your speech with at least two people near you. In your group, come to a consensus on a definition of Formative & Summative Assessments. Opportunity to share out.

6. Formative Assessment Definition Characteristics Part of the instructional process Provides feedback to the student & teacher Is ongoing over time Improves instruction & performance What it looks like Reviews Observations Repeated practice & critique

7. Summative Assessment Definition Characteristics Measures student knowledge/skill after instruction Summarizes student knowledge/skill at a specific time Gauges what students know and don’t know What it looks like Standardized tests Chapter/Unit tests Unit/semester projects and presentations

8. Comparison of Formative & Summative Assessments Formative AssessmentsSummative Assessments PurposeTo improve instruction and provide feedback To measure student competency When administered Ongoing throughout unitEnd of unit or course Student useTo self-monitor understanding To gauge progress toward benchmarks Teacher useTo check for understanding For grades, promotion

9. Why use Formative Assessments? To improve instructional methods To provide student feedback throughout the teaching and learning process To modify and validate instruction To allow teachers and students to make adjustments that will improve students' achievement of intended learning.

10. Examples of Formative Assessments Observations Questioning strategies White boards Self and peer assessment Student portfolio Response Clickers Blogs, Wikis

11. Examples that you can use KWL Charts Math Boxes Strengths and Weaknesses Do-overs Effort-O-Meter

12. Summative – When? and How? When?.....Typically spread out, occuring after instruction every few weeks, months, or once a year. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. How?......Formal tests, assessments, exams.

13. Why use Summative Assessments? To judge student competency after an instructional phase is complete. To determine if students have mastered specific competencies To identify instructional areas that need additional attention.

14. Feedback in the Classroom – What? Feedback is information about how we have performed in relation to a stated goal. Feedback tells us what did or did not happen: Rodgers read the defense perfectly, seeing the hole in the secondary and throwing his third touchdown strike of the game...

15. Effective Feedback – The Research The most powerful single modification that enhances achievement is feedback. -John Hattie, 1992

16. Effective Feedback – The Research “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior….This relationship is consistent regardless of grade, socioeconomic status, race, or school setting. When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” ~ Bellon, Bellon & Blank

17. Characteristics of Effective Feedback Gives specific information Is given in a timely manner Describes features of work or performance Relates directly to the learning targets (benchmarks)

18. Characteristics of Effective Feedback Points out strengths Focuses on improvement Occurs during the learning process Limited (No “bleeding” pages)

19. Types of Feedback Evaluative Feedback : Sums up achievement and assigns a label. Expresses a judgement.

20. Types of Feedback Descriptive Feedback: Offers information about the work, product, or performance relative to the intended learning.

21. Descriptive Feedback Characteristics Focuses on the intended learning Pinpoints strengths and identifies areas for improvements in terms of the intended learning Models behaviors for self-assessment Suggests steps for improvement Motivational

22. Writing Sample This is why I like dogs better than cats. I think dogs are really playful. They can also be strong to pull you or something. They can come in diferent sizes like a Gread Dane or a wener dog. They can also be in diferent colors. Some are just muts. others are pedigree. Best of all dogs are cute and cuddly. Thatis why I like dogs a lot better than cats.

23. Work on spelling and punctuation. C This is why I like dogs better than cats. I think dogs are really playful. They can also be strong to pull you or something. They can come in diferent sizes like a Gread Dane or a wener dog. They can also be in diferent colors. Some are just muts. others are pedigree. Best of all dogs are cute and cuddly. Thatis why I like dogs a lot better than cats. different Dachsund mutts space ^

24. Possible Teacher Comments What's Best About This Feedback Your topic sentence and concluding sentence are clear and go together well. These comments describe achievement in terms of the criteria for the assignment. They show the student that you noticed these specific features and connected them to the criteria for good work. You used a lot of details. I count seven different things you like about dogs.

25. Possible Teacher Comments What's Best About This Feedback Your reasons are all about dogs. Readers would already have to know what cats are like. They wouldn't know from your paragraph whether cats are playful, for instance. When you compare two things, write about both of the things you are comparing. This constructive feedback criticizes a specific feature of the work, explains the reason for the criticism, and suggests what to do about it.

26. Understanding by Design A curriculum model developed "backward." 1.Outcomes, goals and objectives for student learning 2. Assessment 3.Curriculum and Instruction C & I developed to close the gap between what students already know and what they need to know.

27. UbD con't. Centers on the use of assessments that focus on student understanding. Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event - a single moment-in-time test at the end of instruction. -Wiggins and McTighe

28. Stages of Backward Design -UbD Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction.

29. True Learning?

30. References Bellon, Jerry, Bellon, Elner, & Blank, Mary Ann. Teaching from a Research Knowledge Base: A Development and Renewal Process, New York: Macmillan Publishing Company, 1992. Brookhart, Susan M. Formative Assessment Strategies for Every Classroom: An ASCD Action Tool. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. Brookhart, Susan M. How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print. Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print. Garrison, Cathryn, and Ehringhaus, Michael. “Formative and summative assessments in the classroom.” National Middle School Association, 2007. Web. 21 August 2012. Garrison, C., and Ehringhous, M. (2012). "Formative Assessment." Formative Assessment. N.p., n.d. Web. 31 July 2012.. Marzano, Robert J. Formative Assessment & Standards-based Grading. Bloomington, IN: Solution Tree, 2010. Print.

31. References Popham, W. James. Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print. Wiggins, Grant P., and Jay McTighe. Understanding by Design. Upper Saddle River, NJ: Pearson Education, 2006. Print.