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5260 PowerPoint Project 5

This document provides an overview of summative and formative assessment. Summative assessment measures student learning at the end of a unit or course through grades and high-stakes tests. Its purpose is to evaluate student achievement and success. Formative assessment is ongoing, embedded in instruction, and provides feedback to improve student understanding. It helps teachers and students identify their strengths and weaknesses and adapt lessons accordingly. The presentation argues that formative assessment is more effective than summative assessment at improving student performance, especially for lower-performing students.

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Todd T
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44 views26 pages

5260 PowerPoint Project 5

This document provides an overview of summative and formative assessment. Summative assessment measures student learning at the end of a unit or course through grades and high-stakes tests. Its purpose is to evaluate student achievement and success. Formative assessment is ongoing, embedded in instruction, and provides feedback to improve student understanding. It helps teachers and students identify their strengths and weaknesses and adapt lessons accordingly. The presentation argues that formative assessment is more effective than summative assessment at improving student performance, especially for lower-performing students.

Uploaded by

Todd T
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPSX, PDF, TXT or read online on Scribd
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A SHORT TALE

OF TWO
SUMMATIVE
ASSESSMENT
ASSESSEMEN
TS
VERSU
S
FORMATIVE
ASSESSMEN
T
START

WELCOME TO THIS PRESENTATION ON


SUMMATIVE AND FORMATIVE
ASSESSMENT
CLICK THE BOXES BELOW TO
BEGIN A MODULE
1

2
SUMMATIVE
ASSESSMENT

INTRODUCTION

3
FORMATIVE
ASSESSMENT IN
COMPARISON

MEASURING STUDENT PERFORMANCE


ASSESSMENT REFERS TO HOW WE MEASURE STUDENT
PERFORMANCE

SUMMATIVE
ASSESSMENT

FORMATIVE
ASSESSEMENT

NEXT

MEASURING STUDENT PERFORMANCE


How
do we AR
know
students
WHAT
E ifWE
T RYIhave
NG learned
TO what we are
trying to teach them?

MEAS U RE?

How do we know if students are able to understand both


concepts and facts?
How do we know if students are able to APPLY what we
are teaching them?
How do we know if students will be prepared to enter
the workforce?
How do we know if instructors are teaching students
effectively?

BACK

NEXT

MEASURING STUDENT PERFORMANCE


1967: Michael Scriven coined the terms
summative and formative evaluation.
ACCORDING TO SCRIVEN:
Summative evaluation tests
whether students have learned
what has been taught.
Formative evaluation gathers
information to assess the
effectiveness of a curriculum and
guide school system choices as to
which curriculum to adopt and how
to improve it.

BACK

NEXT

MEASURING STUDENT PERFORMANCE


1968: Benjamin Bloom published Learning for
Mastery and took evaluation
up the terms formative
and
Summative
measures
summative assessment.
whether
or toHandbook
what degree
a student
has
1971: publishes
of Formative
and Summative
Evaluation with
Thomas
Hasting
George
Madausafter
mastered
what
they
haveand
been
taught
They
defined as lesson,
summative
evaluation
a particular
chapter,
unit, etc.,
tests those assessments given at the
usually
in the form of a test.
end of units, mid-term and at the end of a
course, which are designed to judge the
Formative
evaluation
extent
of students
learning of themeasures
material
in a as
course,
the purpose
of to help guide
learning
it isfor
taking
place
grading, certification, evaluation of
the student
and
measure
progress
or even for
researching
thetheir
They stated assessment is only formative
understanding
during the process.
effectiveness
of a curriculum.
if it is used to alter subsequent
educational decisions. In other words, it
does not measure student achievement,
but rather the effectiveness of curriculum
and instruction.
BACK
NEXT

SUMMATIVE ASSESSEMENT
As we stated earlier, summative assessment
is usually associated with letter grades.

Summative assessment uses a variety of tasks,


such as papers and projects, as well as quizzes
and tests, to measure student learning. This
usually takes place at the end of a chapter or
lesson
Gradesunit.
are the primary motivating factor when
summative assessment guides classroom
instruction.

NEXT

SUMMATIVE ASSESSEMENT
Teachers stand in front of the classroom and
lecture to students on the material they are
to learn.

Summative assessment is usually associated


with teacher-centered classrooms.
BACK

NEXT

SUMMATIVE ASSESSEMENT

Students listen to the


information passively and
take notes.

OR
NOT
BACK

NEXT

SUMMATIVE ASSESSEMENT

Below are methods of assessing student


achievement with Summative Assessment

Questionnaires
Surveys
Interviews
Observations
Generally, they
then take tests, write papers,
receive grades
with some feedback after the

Testing
learning is supposed to have taken place, and
move on to the
next chapter or lesson.
Projects
BACK

NEXT

SUMMATIVE ASSESSEMENT

Learning is active
Interact
to
Demonstrate
the
with
degree
peers
their
thattostudents
are able
Given
the
opportunity
ask
to participate:
and teacher
knowledge
questions
BACK
NEXT

SUMMATIVE ASSESSEMENT
Wan
Gets
Gets
Gets
Wan
Wan
ts an
an
ts Summative
anan
ts a
a
A assessment
A
A C
BD
promotes product-oriented

THIS
IS WHERE
motivation.
FORMATIVE
In other words, students tend
ASSESSMENT
IN
to be motivated COMES
as much or
more by grades than by
actually learning what is
being
taught.
grades
create
high
motivation,
with and
TooItHigh
much
Students
focus
can
on grades
see
low
isgrades
a major
asbut
criticism
a poor
of
can
have
negative
effects
on motivation
BACK

manysummative
students,
high
grades
must be
reflection
of
assessment.
themselves.
learning
outcomes
for
students
with the
maintained
to retain
motivation.
capacity
to do
well.

HOME

FORMATIVE ASSESSEMENT

LEV VYGOTSKY
NEXT

SUMMATIVE EVALUATION IS A
POST-LEARNING LABELING

Summative evaluation in
post-test learning
Formative
evaluation is during
learning
evaluation
A = AWESOME; B = PRETTY GOOD; C
= MEDIOCRE;
D = DUMMY

F=

BACK

Formative
evaluation involves
FAILURE
learning checks at
certain sign posts
with the ability for
revision.
NEXT

FORMATIVE ASSESSEMENT

DYLAN WILIAM
BACK

PAUL BLACK
NEXT

Summative
Formative
Assessment
STUDENT RECEIVE ONLY
COMMENTS
GRADES

BACK

A
C

What
Can you
was
Can
you
How
What
iswould
____
Awesom
Aww
defend
the
main
your
happen
similarthe
to
if
name
position
idea
of
Shucks!
e!
____?
____?
about
____?
____?

NEXT

SUMMATIVE
ASSESSMENT

B-

BACK

FORMATIVE
ASSESSMENT
A lot of
You
This
Lets
are
istry
kind
to
students
moving
of
improve
abstract.
in
are
having
the
Lets
this.
right
look
Did
problems
direction.
at
you
it in
ever
real
with
this.
Rethink
life
consider
terms.
Lets
this
Have
looking
youat
discuss
section.
ever
it this it
as
a group.
Whats
seen?
way?
the
link?

NEXT

High-Performing
Students >3.35

Low-Performing
Students >3.35

AVERAGE
STUDENTS
BACK

RANDOM SAMPLE
POPULATION

NEXT

GROUPIN
GS

Like GPA High Performing


Students

Like GPA Low Performing


Students
BACK

NEXT

GROUPIN
GS
Grades Only
Comments Only

BACK

NEXT

BACK

NEXT

COMMENTS ONLY
PERFORMANCE
High Performing group has a
huge head start

LOW
PERFORMERS

HIGH
PERFORMERS

By the end of the experiment, the low


performing group performs nearly as well
as the high- performing group.
BACK

NEXT

FORMATIVE EVALUATION AS
SCAFFOLDING FOR HIGHERORDER THINKING
While
the high-performing
group group
alreadyfar
The
low-performing
experimental
possessed the ability to apply higher-order
outperformed
the high-performing group in terms of
thinking skills, comments appeared to be teaching
actual improvement.
lower-performing students to use them.

BACK

PROGRESS

HOME

FORMATIVE ASSESSEMENT

BACK

NEXT

FORMATIVE ASSESSEMENT

BACK

NEXT

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