Presentation on theme: "ASSESSMENT Formative, Summative, and Performance-Based"— Presentation transcript:
1 ASSESSMENT Formative, Summative, and Performance-Based ECED 4289 Assessment Module
2 Thinking MomentThink back over your previous learning experiences, in or outside of school.Identify the best feedback system you ever encountered. What were the characteristics of the feedback that made it so effective?
4 Questions to PonderHow are formative assessments and summative assessments similar and different? What is performance-based assessment?What processes and strategies support checks for understanding and assessment?When do you assess students?
5 The Assessment-Instruction Process Pre – Assessment “finding out”Summative Assessment “making sure”Formative Assessment“checking in” “feedback” “student involvement
6 Pre-Assessment Strategies ChecklistPre-testKWL ChartsGraphic OrganizersStudent DiscussionsStudent DemonstrationsStudent ProductsStudent Work SamplesShow of hands/EPR (Every Pupil Response)Standardized Test DataTeacher ObservationWriting Prompts
7 Assessments FOR learning happens while learning is still underway. Formative AssessmentAssessments FOR learning happenswhile learning is still underway.These are assessments that:are conducted throughout teaching and learning to diagnose student needsplan the next steps in instructionprovide students with feedback they can use to improve the quality of their workhelp students see and feel how they are in control of their journey to success
8 Formative assessment delivers information during the instructional process, before the summative assessment. Both the teacher and the student use formative assessment results to make decisions about what actions to take to promote further learning. It is an ongoing, dynamic process that involves far more than frequent testing, and measurement of student learning is just one of its components.Almost any assessment instrument can be used for summative or formative purposes, but some, by design, are better suited to summative use and others to formative use.
9 Effective Formative Assessments Provide the Following: Provide a clear and understandable vision of the learning targetUse examples and models of strong and weak work3. Offer regular descriptive feedback.Teach students to self-assess and set goals.5. Engage students in self-reflection, and let them keep track of and share their learning.
11 Summative Assessment A summative assessment/evaluation is designed to: provide informationmake judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.
12 Summative Assessment Strategies Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
13 It is assessment of learning Summative AssessmentIt is assessment of learningUsed to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.should reflect formative assessments that precede itshould match material taughtmay determine student’s exit achievementmay be tied to a final decision, grade or reportshould align with instructional/curricular outcomesmay be a form of alternative assessment
14 Comparison Chart Formative Summative Occurs before or during instructionAssessment for learningDescriptive feedbackFeedback is the central functionContinuousInformalHigh impact on learningGuides instructionOccurs after instructionAssessment of learningEvaluative feedbackPeriodicFormalLimited positive impact on learningMay be used as diagnostic assessment
15 Performance-Based Assessment derivative of the summative assessment.focuses on achievement.often aligned with the standards-based education reform and outcomes-based education movement.A well-defined task is identified.Students are asked to create, produce or do something, often in settings that involve real-world application of knowledge and skills.Proficiency is demonstrated by providing an extended response.
16 Performance assessments can be used formatively or summatively. Performance-based assessments (also known as performance assessments) require students to apply knowledge and skills.Performance assessments can be used formatively or summatively.These assessments can be labor- and time-intensive.They also tend to be quite diverse.Work is evaluated using pre-established criteria consist of two components:a performance task (actual prompt or activity)a scoring rubric (scoring guide consisting of pre-established performance criteria)
17 Students may complete individually or in small groups. Permits direct observation of student skills and capabilities (very different from pencil-and-paper tests)Performance assessments:must be linked to instructional objectivestend to be less abstract than more traditional forms of assessment (more “real world”)based in the “real world” = authentic assessmentthe assessments, by themselves, are meaningful learning activitiesconcept of performance assessments is not new; used for years in other fields
18 Advantages Limitations Can assess students’ abilities “to do.” Can assess skills that cannot be assessed through more traditional methods.Can assess thinking processes as well as products.Can be used to improve instructional practice.LimitationsMain limitation is the amount of time involved.Inefficient when used to assess lower-level skills.Due to subjectivity, reliability tends to be lower.Students of lower abilities may experience frustration
19 Designing Performance Tasks: Step-by-Step Procedure Step 1: Determine the purpose of the assessment.Step 2: Specify the skills and outcomes along with their respective taxonomic level.Step 3: Specify the performance criteria that will be used to judge student work, and identify observable indicators of those criteria.Step 4: Create an authentic and meaningful context for the task.Step 5: Develop a scoring instrument.Step 6: Generate or select exemplary student responses.Step 7: Revise the task, as necessary.
20 Points to Remember: All lesson plans need to have an assessment. The assessment must evaluate the objective for the lesson.The assessment is usually informal and formative in nature for most lessons.Summative comes at the end of the chapter or unit.VARIETY helps keep everyone engaged. Informal assessment strategies allow you to diagnose on the spot who understands concepts being taught (Kronowitz, 2008).
21 Formative Assessment: Refers to what happens on a daily basis in the classroomProvides teachers with information about specific next instructional steps for studentsAssessment Drives InstructionStudents know where they are at instructionally and where they need to goOn-going assessment provides continual feedback that helps students progress over time