Understanding Formative and Summative Assessment Strategies Strand: Assessment0 PDX 113830 Following is a general overview of this workshop, including desired participant outcomes, an explanation of the workshop’s alignment with Learning Forward Standards for Professional Learning, and resources that are included in print and electronic form. Category: Assessment Duration: Full workshop – 3 hours Desired Outcomes: Participants will… • Differentiate formative from summative assessments. • Describe the different formative and summative assessment tools. • Explain ways of enhancing formative and summative assessments to increase student learning. • Understand the significance of formative and summative assessments in the teaching-learning process. Learning Forward Standards for Professional Learning: • Learning Communities: Occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. • Leadership: Requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. • Resources: Requires prioritizing, monitoring, and coordinating resources for educator learning. • Data: Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. • Learning Designs: Integrates theories, research, and models of human learning to achieve its intended outcomes. • Implementation: Applies research on change and sustains support for implementation of professional learning for long term change. • Outcomes: Aligns its outcomes with educator performance and student curriculum standards. Understanding Formative and Summative Assessment Strategies Workshop Overview Resources in This Binder: • Handouts • Workshop Agenda • Attendee Notes • 3-2-1 Evaluation Form • Certificate of Completion • “Think About It” Exercise • Ready, Set, Go Planning Activity 1 ©THE MASTER TEACHER Section I: Pre-Class Preparation Materials Topic Outline Understanding the general flow of topics to be covered is an important part of giving a strong presentation. This allows the presenter(s) to lead effective group discussions and speak extemporaneously. Following are the main topics covered in this PowerPoint presentation. As you prepare to give the workshop, you may want to refer to this page often. Main Topics 1. Understanding Formative and Summative Assessments 2. Assessment Tools for Measuring Learning 3. Enhancing Assessments to Increase Student Learning Subtopics 1. Understanding Formative and Summative Assessments a. When to Check Understanding b. What to Do with the Information c. What Question Is Answered 2. Assessment Tools for Measuring Learning a. Formative Assessment Tools b. Summative Assessment Tools c. Assessments Magnifying Growth 3. Enhancing Assessments to Increase Student Learning a. Who Is a Good Assessor? b. Achieving Student Success 2 ©THE MASTER TEACHER Section III: Presenter Materials and Notes Presentation Outline This outline is designed for you to see the PowerPoint presentation at a glance. Note that slide numbers and the approximate amount of time needed per slide are shown in the right two columns. The times in bold show the approximate total time needed for that topic which includes the recommended times for activities, shown in parentheses. You might consider keeping this page within reach during the presentation. Section of Presentation Slide # Timing (mins) Intro Introduce self, co-teacher, participants Explain materials issued to participants Cover objectives (from Workshop Overview) 1-2 10 Topic 1—Understanding Formative and Summative Assessments 3-6 20 Topic 2—Assessment Tools for Measuring Learning 7-17 60 16 (15) Topic 3—Enhancing Assessments to Increase Student Learning 18-27 70 Activity—Paired Problem Solving 25 (20) 28 5 Activity—Think, Pair, Share 2 Break Closing Remarks Total of 2 hours and 45 minutes (not including break) Helpful tip! This workshop can be broken out into shorter sessions that could be offered over the course of several days. For example, you could present one of the topics during a 1-hour session, or present several topics during a longer session, Adapt this presentation as needed based on the time you have available to offer professional development. 12 ©THE MASTER TEACHER Identifies the learning targets. A good assessor gives students a vivid picture of the expected learning targets before instruction begins. The assessor asks these questions: Do I lay out challenging and measurable goals for each assignment and student? Are my assessments in sync with my teaching? Have I aligned learning outcomes with the standards? Provides descriptive feedback. A good assessor provides every student with ongoing, descriptive feedback that accurately relates to the intended learning target. We should use assessment feedback to help students adjust as they learn. Understanding Formative and Summative Assessment Strategies Slide 19 Leads students in self-assessment and goal-setting exercises. A good assessor helps students identify their own strengths and weaknesses. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 31 ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ©The MASTER Teacher Activity: Paired Problem Solving All 15-20 minutes for this activity. Give participants 2-3 minutes to write on a notepad or the PowerPoint handout a specific problem they have had with assessing student learning. Maybe they weren’t sure about how to assess a certain skill, or they weren’t sure what to do after seeing low scores on a particular test. Then, have participants pair with a partner. One partner reads his or her problem, and the other partner suggests ways to solve the problem. They then exchange roles. Give pairs 5 minutes for this discussion. Understanding Formative and Summative Assessment Strategies Slide 25 Then, have pairs briefly share their problems and solutions with the whole group. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 37 ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ©The MASTER Teacher Section V: Post-Class Materials “Think About It” Exercise Have staff complete this exercise to begin implementing what they learned during the workshop. Distribute this document to staff by attaching the file to the Next Day Follow-Up Email, or make copies for the staff. 1. Circle the assessment tools in the list below that you have used in your classroom. Pretests Writing Prompts Role Play Graphic Organizers Oral Interviews End-of-Chapter Exams Performance Tasks Story Summaries 2. Are there any aspects of formative and summative assessments that the training did not cover? What are they and how do you propose addressing these aspects? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. Which formative and assessment tools presented in the training would be applicable to the subject(s) you teach? How are you going to carry out these assessment tools in the classroom? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 60 ©THE MASTER TEACHER Copyright 2009 THE MASTER TEACHER. All rights reserved. Reprinted from PDXPERT: Understanding Formative and Summative Assessment Strategies. Manhattan, KS: THE MASTER TEACHER, www.masterteacher.com. Purchasers of PDXPERT: Understanding Formative and Summative Assessment Strategies are hereby granted permission to adapt, reformat, reproduce, and distribute this document and related graphics for private, noncommercial, and educational purposes only—not for resale.