Formative and Summative Assessment to Improve Learning

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

Assessments

• Formative Assessment
• Summative Assessment
• What’s the difference?

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

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

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

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

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

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)

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

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

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

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

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

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)

Final Thoughts

• Questions?