This link has been bookmarked by 299 people . It was first bookmarked on 11 Mar 2008, by mirna_baba El Baba.
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15 May 13
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26 Sep 12
Ana MinayaThis article focuses on the importance of formative assessments as well as a few strategies that can easily be applied to any classroom.
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student-led conference
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strategy is student-led conferences.
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Mary RonemousNational Middle School Assoc.
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23 Mar 11
DeShaunda Gooden Warner"Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. "
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21 Mar 11
E.J. SorensenNational Middle School Association examines formative and summative assessment practices within the classroom.
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18 Mar 11
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Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression.
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It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.
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Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning.
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Students should be able to articulate this shared information about their own learning.
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05 Mar 11
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28 Feb 11
Carol KonkelFormative and Summative Assessments
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22 Feb 11
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16 Nov 10
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12 Nov 10
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04 Nov 10
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31 Oct 10
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Self and peer assessmen
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17 Oct 10
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09 Oct 10
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05 Oct 10
Lori ListerAn article discussing the merit of formative and summative assessments.
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In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information.
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The more information we have about students, the clearer the picture we have about achievement or where gaps may occur.
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Formative Assessment is part of the instructional process
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summative and formative assessments are an integral part of information gathering.
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Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process.
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- 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 for schools (AYP) and students (report card grades).
examples of summative assessments:
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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
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When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening
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Students need to be involved both as assessors of their own learning and as resources to other students.
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research shows that the involvement in and ownership of their work increases students' motivation to learn
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research shows descriptive feedback to be the most significant instructional strategy to move students forward in their learning.
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04 Oct 10
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03 Oct 10
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02 Oct 10
Maggie Verster"Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests. In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps may occur."
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25 Sep 10
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18 Sep 10
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standardized tests
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part of the grading process
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part of the instructional process
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provides the information needed to adjust teaching and learning while they are happening
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"practice."
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not hold students accountable
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helps teachers determine next steps
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summative assessment
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Your final driving tes
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summative assessment
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06 Sep 10
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28 Aug 10
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25 Aug 10
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24 Aug 10
Tina Giannopoulos@PGPrincipal How about this one, NMSA, http://bit.ly/ANtfe
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23 Aug 10
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01 Aug 10
Victoria Lovejoy"Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx"
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25 Jul 10
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24 Jul 10
Caroline Bucky-BeaverAssessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests. In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps may occur.
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When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame.
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21 Jul 10
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15 Jul 10
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14 Jul 10
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In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear.
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When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening.
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Students need to be involved both as assessors of their own learning and as resources to other students.
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There are numerous strategies teachers can implement to engage students.
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To the contrary, teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provide evidence of student learning.
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formative assessment is pedagogy and clearly cannot be separated from instruction.
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it's what they do with the information they collect.
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The more we know about individual students as they engage in the learning process, the better we can adjust instruction to ensure that all students continue to achieve by moving forward in their learning.
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02 Jul 10
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24 Jun 10
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Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear.
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Summative Assessments are given periodically to determine at a particular point in time what students know and do not know.
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The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards.
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Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. 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.
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it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made.
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think of formative assessment as "practice." We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. We must allow for practice.
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A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving practice that leads to it. The same holds true for classroom instruction, learning, and assessment.
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Students need to be involved both as assessors of their own learning and as resources to other students.
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involvement in and ownership of their work increases students' motivation
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teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provide evidence of student learning.
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In fact, research shows descriptive feedback to be the most significant instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression.
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In this sense, formative assessment is pedagogy and clearly cannot be separated from instruction. It is what good teachers do. The distinction lies in what teachers actually do with the information they gather.
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Criteria and goal setting
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Observations
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Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students
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Questioning strategies should be embedded in lesson/unit planning.
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An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction
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Self and peer assessment
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Student record keeping
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This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal.
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23 Jun 10
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In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information.
-
The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards.
-
Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. 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.
-
In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made
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Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning.
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If students are not involved in the assessment process, formative assessment is not practiced or implemented to its full effectiveness.
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17 Jun 10
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02 Jun 10
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01 Jun 10
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30 May 10
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27 May 10
Heath Sawyer"Formative and Summative Assessments in the Classroom
Catherine Garrison & Michael Ehringhaus"assessment formative summative formative&summativeassessment summativeassessment formativeassessment
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25 May 10
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24 May 10
Rebeca DiasThis is the best article I've ever read about assesment. It's very clear and the theory can actually be put into practice.
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06 May 10
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04 May 10
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30 Apr 10
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26 Apr 10
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The more information we have about students, the clearer the picture we have about achievement or where gaps may occur.
-
Summative Assessments are given periodically to determine at a particular point in time what students know and do not know.
-
The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards.
-
only help in evaluating certain aspects of the learning process.
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occur after instruction
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spread out
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Formative Assessment is part of the instructional process
-
formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made
-
One distinction is to think of formative assessment as "practice." We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning.
-
Another distinction that underpins formative assessment is student involvement.
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Students need to be involved both as assessors of their own learning and as resources to other students.
-
research shows that the involvement in and ownership of their work increases students' motivation to learn
-
research shows descriptive feedback to be the most significant instructional strategy to move students forward in their learning.
-
Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression
-
When teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a formative way
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It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.
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students need to understand and know the learning target/goal and the criteria for reaching it
-
Observations assist teachers in gathering evidence of student learning to inform instructional planning
-
Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding
-
Questions of this nature engage students in classroom dialogue that both uncovers and expands learning
-
Helping students ask better questions is another aspect of this formative assessment strategy
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Students who can reflect while engaged in metacognitive thinking are involved in their learning
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With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria
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helps them, beyond a "grade,"
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When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards
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The more we know about individual students as they engage in the learning process, the better we can adjust instruction to ensure that all students continue to achieve by moving forward in their learning
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<!-- End_Module_1894 -->
Catherine Garrison is a professional development specialist at Measured Progress, Dover, New Hampshire. cgarrison@measuredprogress.org
Michael Ehringhaus, Ph.D., is director of professional development services at Measured Progress, Dover, New Hampshire. mehringhaus@measuredprogress.org
For more information about Measured Progress, visit www.measuredprogress.org
National Middle School Association
4151 Executive Parkway, Suite 300 Westerville, OH 43081
614-895-4730 l 800-528-6672 l (fax) 614-895-4750
Copyright © 1999-2010 by National Middle School Association
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23 Apr 10
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19 Apr 10
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assessment is information
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more information we have about students, the clearer the picture
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particular point in time
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given periodically
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students
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Summative Assessments
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know and do not know
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an accountability measure
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grading process
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student learning relative to content standards
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summative assessment as a means to gauge
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help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs
-
information needed to adjust teaching and learning while they are happening
-
formative assessment informs both teachers and students about student understanding
-
adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame
-
do not hold students accountable
-
formative assessment as "practice."
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Formative assessment helps teachers determine next steps
-
road test that is required to receive a driver's license
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If students are not involved in the assessment process, formative assessment is not practiced or implemented to its full effectiveness.
-
key components of engaging students
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providing them with descriptive feedback
-
Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression.
-
formative assessment is pedagogy and clearly cannot be separated from instruction
-
It is what good teachers do.
-
goal setting
-
engages them in instruction and the learning process by creating clear expectations
-
know the
-
learning target/goal and the criteria for reaching it
-
Observations
-
Observations assist teachers in gathering evidence of student learning to inform instructional planning.
-
Questioning
-
embedded in lesson/unit planning
-
deeper thinking
-
depth of understanding
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Helping students ask better questions is another aspect of this formative assessment strategy.
-
Self and peer assessment
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create a learning community within a classroom
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peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria.
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Student record keeping
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better understand their own learning as evidenced by their classroom work.
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to see where they started and the progress they are making toward the learning goal.
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The more we know about individual students as they engage in the learning process, the better we can adjust instruction to ensure that all students continue to achieve by moving forward in their learning.
-
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02 Apr 10
Russ Goerend"One distinction is to think of formative assessment as "practice." We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. "
assessment formative assessment formativeassessment formative
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