2. FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT
Intended to make a
Intended to help form or summarizing judgment of
develop a student what student has learned
or accomplished
Helps a teacher draw
conclusions about Examples: test grades,
strengths & weaknesses assignment grades, report
cards
3. GOOD ASSESSMENTS...
Draws on multiple
information sources
Useful information to BOTH
students & teachers
Good conditions for showing
capabilities
Students are involved in self-
assessment
Admits potential of fallibility
5. ASSESSMENT
TYPES
Standardized Tests:
commercially prepared tests
assessing student achievement in
academic areas (usually assessing
LARGE numbers of students)
6. ASSESSMENT
TYPES
Authentic Tests: Range of
assessment tasks and data
based on realistic application of
knowledge or concepts
7. ASSESSMENT
TYPES
Performance Tests: Similar to
authentic assessments except
graded according to externally
established criteria - students are
usually expected to achieve a
specific score
10. WHAT
ELSE???
Portfolios
Rubrics
Readability of tests & quizzes
Editor's Notes
\n
Discuss the myth of why it is bad to teach to the test\n
\n
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Standardized tests are norm referenced - individual’s score on a test is compared with a large demographically representative cross section of American students (that group is the norming population)\nTarget of criticism\nSome say it narrows the curriculum\nScores are not very precise - sorts students into a broad high, medium, and low range\nTeacher assessment of student is STILL necessary - just because a student scores well on a reading standardized test does not mean the student can do that well in all text experiences\n
Tasks are complex and grading is complex\nGive a more precise picture of student’s abilities\nThese assessments are not as influenced by cultural bias\nProblem with these assessments is who decides what is authentic or real for a task - these levels can vary\nExamples: portfolios, experiements, demonstrations, essays, projects, problem solving\n
Designed to simulate real-world tasks - require active participation of students\nCan be just like authentic assessments EXCEPT gives a benchmark or criteria for judging student performance (usually rubrics)\nUsually the tasks are more closely tied to what actually happens in the classroom\n\n
Refer to Laura’s handout\n
Can be useful with struggling readers and ELLs\nUse Structure of an Atom Handout - practice and discuss in groups\n
