SUMMATIVE:

Seeks to make an overall judgment of progress made at the end of a defined period of instruction. They occur at the end of a school level, grade, or course, or are administered at certain grades for purposes of state or local accountability. These are considered high-stakes assessments and the results are often used in conjunction with No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP). They are designed to produce clear data on the students accomplishments at key points in his or her academic career. Scores on these assessments usually become part of the students permanent record and are statements as to whether or not the student has fallen short of, met, or exceeded the expected standards. Whereas the results of formative assessments are primarily of interest to students and the teachers, the results of summative assessments are also of great interest to parents, the faculty as a whole, the central administration, the press and the public at large. It is the data from summative assessments on which public accountability systems are based. If the results of these assessments are reported with reference to standards and individual students, they can be used as diagnostic tools by teachers to plan instruction and guide the leadership team in developing strategies that help improve student achievement.

TYPES: PSSA, WIDA Access, Terra Nova

FORMATIVE:

Used by teachers and students during instruction to provide feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes.

CCSSO(2008) contextualizes formative assessment as follows:

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes.

Assessment for and as learning and not of learning.

See Formative Examples that Follow:

BENCHMARK:

Designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards. Well-designed benchmark assessments and standards-based assessments measure the degree to which a student has mastered a given concept; measure concepts, skills, and/or applications; reported by referencing the standards, not other students performance; serve as a test to which teachers want to teach; and measure performance regularly, not only at a single moment in time.

4 Sight, DIBELS, Aimsweb, Study Island,

DIAGNOSTIC:

Ascertains, prior to instruction, each students strengths, weaknesses, knowledge, and skills. Establishing these permits the instructor to remediate students and adjust the curriculum to meet pupils unique needs.

See diagnostic assessments that will soon appear on the SAS website: www.pdesas.org

FORMATIVE

ASSESSMENT

SUGGESTIONS

COLORED CARDS

Minute by Minute Assessment

Red- Help

Green Understand

Yellow So, so

INDIVIDUAL REPORTER BOARDS

Minute by Minute Assessment

Whiteboards, chalkboards for individual student response

CHAIN NOTES

Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he or she spends a moment to respond to the question and then places the response in the envelope.

TRAFFIC LIGHTS

Place a green dot on the left side of the easel sheet for any goals that you feel you have already mastered.

Place a yellow dot on the left side of the easel sheet for any goals that you know something about but have not yet mastered.

Place a red dot on the left side of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.

EXIT CARDS

Quick Checks

Students respond in writing to a prompt or question posed by the teacher at the conclusion of the lesson.

BRIEF CONSTRUCTED RESPONSE

Quick Checks

One of several tools used to assess their students' reading comprehension. This tool specifically targets a students' ability to communicate their comprehension through written answers

STICKY NOTES

Quick Checks

Take notes while working with students. Place in anecdotal records. Also, use for students to post questions.

THUMBS UP/THUMBS DOWN

Minute by Minute Assessment

Students respond to a whole-class question by putting thumbs up. If they fully understand a concept, thumbs down if they do not understand, and thumbs to side to indicate some area of confusion.

MINUTE PAPER

Students identify the most significant (useful, meaningful, disturbing, etc.) things they have learned during a particular session.

MUDDIEST POINT

Students write one or two ideas that were least clear to them from the current or preceding class period.

MEMORY MATRIX

Students fill in cells of a two-dimensional diagram for which the instructor has provided labels.

DIRECTED PARAPHRASING

Students summarize in their own well-chosen words a key idea presented during the current or preceding class period.

ONE- SENTENCE SUMMARY

Students summarize knowledge of a topic by constructing a single sentence to answer the question, Who does what to whom, when, where, how and why?

APPLICATION CARDS

After introducing an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned.

RSQC2

Within two minutes, students recall and list in order, from the most important to the least, ideas from a previous days class, in two minutes, they summarize those points in a single sentence, write one major question that they want answered, and then identify a thread or ask them to connect the material to the courses major goal.

TRANSFER AND APPLY

Students write down concepts learned from the class in one column. In another column, they provide an application of each concept.

CHARACTER-ISTIC

FEATURE

Using matrix form, students summarize those traits that help define a topic and differentiate it from others; this is useful for determining whether students separate items or ideas that are easily confused.

CHORAL RESPONSE

Students give a choral response to a whole-class question. This allows the teacher to determine how many students understand a concept.

CLOTHESLINE

Students move to a place in a human line that most closely matches their level of understanding. The line is a continuum, with the beginning of the line indicating no understanding of a concept and the opposite end of the line indicating high level of understanding.

FIST OF FIVE

Students respond to a whole-class question by showing the number of fingers that corresponds to their level of understanding (one being the highest and 5 being the lowest.

FOUR CORNERS

The teacher must label each corner of the room with a word or phrase that describes a different level of understanding. The students move to the  corner of the room that most closely matches their individual levels of understanding.

INDIVIDUAL RESPONSE BOARDS

Students use white boards or individual response boards to respond to a question posed by the teacher. The students hold up their answers for the teacher to check or the teacher circulates around the room to check individual responses.

SIGNAL CARDS

 Students use a card to indicate their level of understanding of a concept. Cards may be labeled as follows:

·         Red, Yellow and Green

·         Yes/No

·         True/False

·         Negative/Positive

·         Stop, Im lost/Slow down, Im getting confused/Full Steam Ahead

SPEEDOMETER

Students think of a speedometer going from 0 to 100 miles per hour. They then lay one arm on top of the other with hands touching elbows. The students raise the arm that is on top, stopping at a point between 0 and 100 mph to indicate their level of understanding, with 100 mph representing complete understanding.

WINDSHIELD

Students respond muddy, buggy, or clear when the teacher asks them to describe their level of understanding. Before beginning the activity, the teacher explains that muddy means the windshield is plastered with mud, so the destination is not visible, which indicates little or no understanding. Buggy means that some debris is littering the windshield, and this indicates partial understanding. A clear windshield indicates a high level of understanding.

FORMATIVE ASSESSMENT

          To gather evidence of student learning

          To inform instruction

          To motivate students and

increase student achievement

Assessment for and as learning and not of learning.