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Formative and Summative Assessment

Formative and Summative Assessment

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Formative and Summative Assessment

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  1. Formative and Summative Assessment Belonging Challenges Creativity Discovery Exploring Time and Place Identity Well-being

  2. Formative • Assessment for learning can take place throughout the daily lessons of a unit, providing helpful feedback to both teacher and learners. • It tells learners how well they know and understand the content of the lesson. • Learners reflect on their progress toward the goals.

  3. Learner Can–Do Chart

  4. Formative • Quick homework checks will allow learners to assess their understanding of a concept. (chart noting a “+” for completed and reasonably accurate)

  5. Formative • Teachers use this feedback to make adjustments to lesson plans and pacing as appropriate. Teacher Can-Do Chart

  6. Formative • During pair or group work, circulate and monitor individual learners for staying in the target language (T), for their accuracy (A) on specific structures, for their ability to listen (L) and respond appropriately, and for their ability to be kind (K) by being an equal conversational partner in an activity (T.A.L.K.)

  7. Formative • T.A.L.K. scores allow teachers to track learner performance during various speaking activities. T.A.L.K Scores: + Consistency • Few Difficulties - Many Difficulties

  8. Formative • Exit Slips • Exit slips work well when the teacher would like to see in writing how well an individual learner is able to meet the lesson objective. • Learners can be asked to write words and phrases that explained an expression introduced in class. • Collect the exit slips as learners leave. • Review the exit slips and pull out the ones for learners who did not make sufficient progress toward the objective. • Provide additional support to those learners during the next lesson.

  9. Formative • Students reflect and evaluate their performance based on their global competencies. • Learners provide evidence of understanding.

  10. Global Competency

  11. Global Competency

  12. Summative • Teacher creates rubrics to provide the learner with clear criteria by which the performance will be evaluated. • Rubrics provide feedback on the strengths of the performance and suggestions for continuous improvement. • Rubrics help learners • Set goals and take responsibility for their learning by clarifying expectations for performance. • Develop their ability to self-assess their own work in terms of quality. • Rubrics help others (parents, administrators, colleagues) understand the criteria for excellent performance • Rubrics increase an assessment’s reliability through well-defined criteria that can be applied consistently across individual performance. • Rubrics help align criteria to standards, curriculum, and performance descriptors.

  13. Summative - Sample Performance Assessment Learners will watch a commercial for a product that promises to make life easier or less stressful and will demonstrate comprehension by analyzing the effectiveness of the message and product. Learners will read a blog written by a teenager where he discusses his activities. They will demonstrate comprehension by answering questions about main ideas and will complete a graphic organizer based on information found in the text. Learners will read a schedule of a top athlete to determine how he spends the hours in his day, deciding what elements are part of a balanced lifestyle and what is missing.

  14. Summative - Interpersonal

  15. Summative - Interpersonal

  16. Summative - Presentational

  17. Summative - Presentational