Designing Formative and Summative Assessments

1. Eric Bright 8th Grade Math Charleston Middle School brighte@charleston.k12.il.us Designing Formative and Summative Assessments Thoughtful Assessment Design

2. AGENDA • 4:30 – 5:00 Summative Assessments • 5:00 – 5:30 Design a Summative Together • 5:30 – 6:00 Design a Summative on Your Own • 6:00 – 6:30* Formative Assessments • 6:30 – 7:00 Design a Formative Together • 7:00 – 7:30 Design a Formative on Your Own Take a break as needed! *Working Dinner

3. Purpose of Assessment • Bottom line: Does the student get it? • Purpose: To determine to what degree a student has mastered content standards with a high degree of validity and reliability. • Validity – the assessment measures what it is supposed to measure • Reliability – the assessment produces consistent results across evaluators

4. Formative vs. Summative • Summative – An assessment that summarizes the student’s mastery of a standard • Usually formal (test, quiz, multiple choice, short response, word problems, projects, performance, portfolios, etc.) • May be more quantitative • Purpose: To give a picture of how well a student has mastered a standard at a specific time.

5. Designing Summative Assessments • Summative Checklist – The assessment should… • Tie directly to standards • Include multiple levels of learning (Bloom’s: remember, understand, apply, analyze, evaluate, create) • Summarize students’ overall learning progress • Give results that all stakeholders can understand • Make sure you have offered students examples of what meeting the standards looks like prior to a summative assessment.

6. Designing aSummative • 8th Grade 8.F.4 – • Construct a function to model a linear relationship between two quantities. • Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) value, including reading these from a table or from a graph. • Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Procedural Fluency Conceptual Understanding and Application

7. Designing aSummative • 4th Grade 4.NBT.5 – • Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. • Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Procedural Fluency Conceptual Understanding and Application

8. Designing aSummative • 6th Grade 6.RP.3 – • Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. • Solve unit rate problems including those involving unit pricing and constant speed. • Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. • Use ratio reasoning to convert measurements units; manipulate and transform units appropriately when multiplying or dividing quantities.

9. Formative vs. Summative • Formative – Assessment FOR learning; assessment that informs teaching and learning strategies for the teacher and/or student • May be formal or informal (observations, effort, participation, exit slips, etc.) • May be more qualitative • Includes meaningful feedback to students • Purpose: To improve student learning.

10. Formative vs. Summative • Formative Process Where is the student at in their content mastery? Act on that information. Where does the student need to be to show content mastery? What does the student need to get to content mastery?

11. Formative vs. Summative • Examples of formative assessment may include: • Pre-Tests • Mastery tasks • Homework accuracy • Homework completion • Participation • Exit slips • Weekly surveys • White board work • Classroom activities/Observational • Practice quiz • Projects or PBLs

12. Designing Formative Assessments • Formative Checklist – The assessment should… • Tie directly to standards • Focus on student learning needs • Identify students’ current learning progress • Give results that you can act on • Be a regular part of instruction • Quick and easy to give and grade • If you don’t use the data, stop gathering it!

13. Designing a Formative • 8th Grade 8.F.4 – • Construct a function to model a linear relationship between two quantities. • Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) value, including reading these from a table or from a graph. • Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Procedural Fluency Conceptual Understanding and Application

14. Designing aFormative • 4th Grade 4.NBT.1,2 – • Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. • Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Conceptual Understanding Procedural Fluency

15. Designing a Formative • 6th Grade 6.RP.3 – • Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. • Solve unit rate problems including those involving unit pricing and constant speed. • Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. • Use ratio reasoning to convert measurements units; manipulate and transform units appropriately when multiplying or dividing quantities.