2. MAKE SOME PRELIMINARY DECISIONS
•Is the assessment Formative or Summative?
•If formative, what do want/need them to track?
•Where will they keep the information?
•Will students be involved in the tracking?
•If summative, what will be calculated into the grade?
•What will be reported separately?

3. DECIDING WHAT TO TRACK, WHAT TO
REPORT, AND HOW TO REPORT IT

4. IN A UNIT, PLAN FOR FORMATIVE
ASSESSMENTS
Will determine what comes next in the learning
Part of the assessment design
Can be work done for practice, evidence collected to regroup students for
acceleration or remediation, work done for feed (by teacher or
peers), evidence students use for self-assessment and/or goal setting

5. EXAMPLE OF TRACKING SHEET

6. PLAN FOR SUMMATIVE ASSESSMENTS, TOO
During or after the unit (after learning is to have taken place)
Reports levels of achievements
Can be a summary number, symbol, phrase, or grade

7. DECIDE WHICH FORMATIVE ASSESSMENT
INFORMATION TO TRACK
Learning outcomes determine which information is needed

8. DETERMINE WHAT INFORMATION WOULD
BENEFIT STUDENTS
More students are involved in tracking their grades, the more aware they
are of their progression. Also results in higher motivation.
Should be able to know how they are doing at any given point

9. OVERLAPPING ASSESSMENTS FOR AND OF
LEARNING
Can plan for separate assessments where formative assessment never
used summatively and vice versa
When design assessments separately, formative assessments can be used
for more than one purpose: practice, diagnose, feedback, or selfassessment.
Summative assessments can be used as a judgment of level of
achievement (chapter or unit test, midterms, or culminating
performance or project). Can also build upon one another.

10. COMPLETE SEPARATION ISN’T NECESSARY
SOMETIMES.
Example – compositions that students used writing process. Students first
used formatives (drafting, editing, revising, peer editing) then moved to
summative as a final draft
Selection from a collection of work to provide best evidence to be used
summatively to determine their achievement level
When proficiency develops over time. Reasoning, skill, and product
targets. Examples – problem solving or communication in
math, research papers, displaying data, oral
presentations, experiments, or playing an instrument.

11. SUMMATIVES CAN & SHOULD BE USED
FORMATIVELY
Students analyze summative test and get opportunity to retest & get credit
for higher level of achievement
Increased what the student has learned
Test results show students had difficulty on a certain target, so the teacher
reteaches and retests those targets.

12. A PLAN FOR SUMMATIVE & FORMATIVE IN A
UNIT

13. DECIDE WHERE TO KEEP THE INFORMATION
Traditionally has been a gradebook
Consider something different since we need to track formative assessment

14. PHYSICAL LOCATION
Forms
Commercially developed program
Combination
Differentiate summative and formative
May supplement records with student work
*Form follows function*
Hint – summatives in electronic gradebook but formatives by hand
because it is portable

15. EXAMPLES
Figure 9.4 and 9.5 and 9.6

16. 3 GUIDELINES FOR RECORD-KEEPING
1. Organize entries by learning represented
2. Track information about work habits and social skills separately
3. Record achievement information by raw score, if practical

17. 1. ORGANIZE ENTRIES BY LEARNING
REPRESENTED
Organize information by learning targets/clusters to use results of
assessments to provide descriptive feedback, plan lessons, & tract
progress
INSERT FIGURE 9.8

18. 2. TRACK INFORMATION ABOUT WORK HABITS
& SOCIAL SKILLS SEPARATELY
Since we use summative assessment to calculate a standards-based
grade, track behaviors separately
Participation, rule compliance, academic
honesty, attitude, neatness, timeliness, attendance, cooperation, and
attention contribute to learning.
Don’t be broad (ex. Effort). Develop consistency amongst grade
level, department, etc.
Accurate & fair estimate for reporting.

19. CONTINUED
“All students must know what characteristics contribute to that
evaluation, as this helps them to be clear about the behaviors you
expect, will be tacking, and will be reporting.” (p.314)
Facilitates planning, diagnosing problems, communicating about them, &
coming up with solutions
If they were together (work & behavior), raising and lowering grades would
be only solution to a different range of learning problems
Punishment and reward system grades have become doesn’t work for a
large population of students

20. EXTRA CREDIT WORK
Does it provide evidence of effort or achievement?
Is it a means to a higher grade or a way to engage in and demonstrate
further learning?
Higher grade – often graded for completion. Problem – only effort points
and might inflate the grade. Doesn’t accurately represent achievement
level. Don’t use just of add effort points to the grade.
Engage in & demonstrate further learning – evaluate work and record score
in same as other evidences of achievement. Examine quality of work as
it relates to the learning target in the process of mastery.
Should relate directly to learning target. Ex. Don’t reward points for
bringing in boxes of tissue.

21. MISSING OR LATE WORK AND CHEATING
How should evidence of poor work habits or academic dishonesty be
recorded?
Lowered grade or 0’s
Doesn’t accurately represent students’ levels of achievement
Look for other ways to track, correct, and/or give consequences for
problems
Should not take their evidence of learning away (as a preventative or
punishment). Doesn’t change behavior. Prevents us from addressing
underlying problems.

22. CONTINUED
Record is too important for informing subsequent instructional decisions in
a standards-driven environment. Prevents distortion
Solution – MS teacher in Ohio came up with a “grade-free” way of dealing
with late work. Students complete a sheet and attach to late work.
Solutions progress with number of instances
Reported a significant decrease in missing of late work
Do you have any other solutions?

23. CONTINUED
Example 9.2 We Get It… You were busy

24. 3. RECORD ACHIEVEMENT INFORMATION BY
RAW SCORE, IF PRACTICAL
Raw scores – the number of points awarded in relation to the number
possible (ex. 4/5 or 32/38)
Give instant access to sample size
When we record a % or summative mark, the detail is lost
Helps with weighting decisions when it comes to final grades
If recording scores from a rubric for summative purposes, it is essential to
use the raw scored.
If formative, raw score gives more detail. Helps in planning instruction and
tracking progress of targets

25. OPTIONS FOR STUDENT RECORD KEEPING
Benefits outweigh effort takes to implement
Helps with understand benefits of effort
When experience growth, it is a motivation.
Engage in self-reflection activities and discuss progress with others

26. PREREQUISITES TO STUDENT-INVOLVED
RECORD KEEPING
Assignments & assessments align with learning targets
Students know which targets are represented by each assignment and/or
assessment
Learning targets are clear

27. DIFFERENT FORMS

28. TOD
What is one way you will change the way you assess your students?
Is this formative, summative, or a blend? Should not take their evidence of
learning away (as a preventative or punishment). Doesn’t change
behavior. Prevents us from addressing underlying problems.
Should not take their evidence of learning away (as a preventative or
punishment). Doesn’t change behavior. Prevents us from addressing
underlying problems.