1 / 16

Enhancing Learning Through Formative and Summative Assessments

Explore the key differences between formative & summative assessment, its impact on student success, and strategies to implement in the classroom effectively.

saraparker
Download Presentation

Enhancing Learning Through Formative and Summative Assessments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Formative and Summative Assessment to Improve Learning Dr. Sande Caton

  2. Assessments Why do we assess our students? • Individually, write at least three ideas you have about assessments • With one or two colleagues near you, compare your ideas and together, come up with one idea that you can all agree describes assessment • Share your best idea with everyone

  3. Assessments Formative Assessment Summative Assessment What’s the difference?

  4. Formative v. Summative Assessments Formative Summative • Assessment FOR learning • Planned and used during instruction • Use to adjust instruction / snapshot of learning / address misconceptions • Assessment OF learning • After instruction • Use to evaluate for accountability / provides a grade for students

  5. Formative Assessment Defined • There are many definitions of “Formative Assessment” by various scholars. They generally include several common components: • Systematic process to gather evidence of learning • Students communicate their level of understanding • During learning to allow for adjustment in teaching in time for students to correct course • Diagnose misconceptions

  6. Research says that… Formative Assessment • Improves student achievement/attitude/motivation • Allows students show their level of understanding as learning progresses • Helps academically challenged/struggling students to perform better • Gives instructors the information they need to determine what concepts should be re-taught and who is ready to advance

  7. Research says that… Quality Feedback • Addresses misconceptions and strengths • Guides student success – next steps toward a learning goal • Clearly communicates learning goals and expectations • Timely – quick enough to act upon to improve • Students MUST act on the feedback

  8. Strategies • Think about how we began the workshop. • Traditionally, instructors would ask for ideas, select participants who volunteer, and discuss responses • This would take up to five minutes • Only a few ideas would be heard – most would not • The workshop leader doesn’t know the background of most of the participants or how comfortable they are with assessment

  9. Strategies • Think about how we began the workshop • I asked you to individually write at least three ideas, collaborate with a colleague and share your best ideas • Why? • This also takes up to five minutes • Everyone’s ideas were heard and discussed • The workshop leader quickly assessed the background of most of the participants and how comfortable they are with assessment (prior knowledge)

  10. Vignettes • An instructor gives students a quiz often throughout the unit of study. • Instructor wants students to become more motivated with frequent feedback • Instructor wants students to see the types of questions they can expect on their summative assessment • This is NOT formative assessment • Students do not have the opportunity to improve on their past work (quiz information) • Instructor does not use the information to adjust instruction

  11. Vignette • Instructor reads a prepared statement and asks students to indicate with their hands (3 fingers = Absolutely; 2 fingers = Maybe; 1 finger = No Way) whether they agree. • Instructor sees every student degree of understanding • Instructor immediately decides whether to go on or revisit the concept to address misconceptions • This IS formative assessment • Students have the opportunity to tell the instructor whether they understand the concept • Instructor uses the student responses to adjust instruction if needed

  12. Strategies • Immediate (moment to moment) • Body language / facial expressions • Clickers – especially good for attention deficit • Finger voting (thumbs up/down, five point scale) • Entry/Exit cards • Minute paper / Quick write • Oral – justify reasoning • Partner collaboration (Think – Pair – Share) • Embedded instructor questions Try One Strategy

  13. Strategies • Often (daily to weekly) • One–to–one conversations with students • Composite best response (group work) • Discussion boards (all learn from feedback to one) • Error analysis • Graphic organizers / Anticipation guides • Quizzes • Role play / Interviews • Journaling / Reading questions / Embedded questions • Peer / Self assessment Try One Strategy

  14. Strategies • Periodically (several times during the course) • Chunk projects into manageable parts • Comment only grading • Debate preparation • Periodic surveys • Grade-to-date updates/conversations Try One Strategy

  15. Thoughts • Formative Assessment improves student achievement • Quality Feedback helps students to reach learning goals • There is enough time in any course to use Formative Assessment • Challenge: Select one strategy - try it in your next class • Watch for improvement in your teaching and student learning • Continue experimenting with different strategies (immediate, often or periodic)

  16. Final Thoughts Questions? Please feel free to contact me at sande.m.caton@wilmu.edu

More Related