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Summative Assessments

Summative Assessments. Gino Hannah, Grace White, Katie Henry. What is a Summative Assessment?. An assessment in which the goal is to evaluate student learning at the end of an instructional unit C ompar es student learning against some standard or benchmark

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Summative Assessments

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  1. Summative Assessments Gino Hannah, Grace White, Katie Henry

  2. What is a Summative Assessment? • An assessment in which the goal is to evaluate student learning at the end of an instructional unit • Comparesstudent learning against some standard or benchmark • Traditional trends in testing are often high stakes and high pressure (grades, statistics, GPA) • Aims to reveal attainment of knowledge by seeing if the students understand the “big picture”

  3. Summative vs. Formative • Formative assessments are used to check students’ progress, and help teachers and students identify gaps in knowledge that may require additional learning opportunities for success. • Even though they’re different from Summative assessments, the two different types cooperate and facilitate success by making progress checks [Formative] and acting as an “end survey” of retainment [Summative]!

  4. Possible Types of Assessment • Oral Projects (debate, interview, newscast, video) • Products (brochure, poster, newspaper, timeline) • Multimedia (ppt, website) • Research and Writing ( Essay, research report, letter, analysis) • Performance or portfolio • Traditional multi-format test (multiple choice, short answer, matching, essay)

  5. How to design an effective summative assessment • It depends on your content! Get creative. • Assessment starts before teaching begins. SYLLABUS • Stick to your rubrics for assignments • Get to know your students • Design formative assessments that act as building blocks • Allow students to exhibit their mastery of material in creative ways • Encourage higher order thinking • Keep questions and prompts concise and direct - try to avoid roundabout language and contradictions • Make sure the questions contain relevant information! • Grade and provide feedback in a timely manner! • Review your work and reflect

  6. How to write effective test questions • Present a definite problem that allows a focus on the learning outcome • Do not include irrelevant information • Only use the negative when learning requires it • Alternatives should be plausible*, mutually exclusive, and concise • Avoid using “none/all of the above” and complex combinations • Cultural relevance and NO subjectivity

  7. Issues • Summative assessment does not necessarily = standardized test • Formative assessments of similar format should prelude summative assessment • Provide a checklist or rubric (holistic or analytic) to students ahead of time

  8. Activity! Create a summative assessment for the DOGCAT101 class by either: • Improving the questions on the “midterm exam” we provided at the beginning • Designing a project, research paper, presentation, etc.

  9. Resources Create your own grading rubrics: http://rubistar.4teachers.org/ Sample Rubrics: http://course1.winona.edu/shatfield/air/rubrics.htm Writing good questions: http://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/

  10. Works Cited http://drexel.edu/dcae/assessment/assessment-plans/ http://www.edudemic.com/summative-and-formative-assessments/ https://www.azwestern.edu/academic_services/instruction/assessment/resources/downloads/formative%20and_summative_assessment.pdf http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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