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MAKE SOME PRELIMINARY DECISIONS

•Is the assessment Formative or Summative?

•If formative, what do want/need them to track?

•Where will they keep the information?

•Will students be involved in the tracking?

•If summative, what will be calculated into the grade?

•What will be reported separately?

DECIDING WHAT TO TRACK, WHAT TO

REPORT, AND HOW TO REPORT IT

IN A UNIT, PLAN FOR FORMATIVE

ASSESSMENTSWill determine what comes next in the learning

Part of the assessment design

Can be work done for practice, evidence collected to regroup students for

acceleration or remediation, work done for feed (by teacher or

peers), evidence students use for self-assessment and/or goal setting

EXAMPLE OF TRACKING SHEET

PLAN FOR SUMMATIVE ASSESSMENTS, TOO

During or after the unit (after learning is to have taken place)

Reports levels of achievements

Can be a summary number, symbol, phrase, or grade

DECIDE WHICH FORMATIVE ASSESSMENT

INFORMATION TO TRACKLearning outcomes determine which information is needed

DETERMINE WHAT INFORMATION WOULD

BENEFIT STUDENTSMore students are involved in tracking their grades, the more aware they

are of their progression. Also results in higher motivation.

Should be able to know how they are doing at any given point

OVERLAPPING ASSESSMENTS FOR AND OF

LEARNINGCan plan for separate assessments where formative assessment never

used summatively and vice versa

When design assessments separately, formative assessments can be used

for more than one purpose: practice, diagnose, feedback, or self-

assessment.

Summative assessments can be used as a judgment of level of

achievement (chapter or unit test, midterms, or culminating

performance or project). Can also build upon one another.

COMPLETE SEPARATION ISN’T NECESSARY

SOMETIMES.Example – compositions that students used writing process. Students first

used formatives (drafting, editing, revising, peer editing) then moved to

summative as a final draft

Selection from a collection of work to provide best evidence to be used

summatively to determine their achievement level

When proficiency develops over time. Reasoning, skill, and product

targets. Examples – problem solving or communication in

math, research papers, displaying data, oral

presentations, experiments, or playing an instrument.

SUMMATIVES CAN & SHOULD BE USED

FORMATIVELYStudents analyze summative test and get opportunity to retest & get credit

for higher level of achievement

Increased what the student has learned

Test results show students had difficulty on a certain target, so the teacher

reteaches and retests those targets.

A PLAN FOR SUMMATIVE & FORMATIVE IN A

UNIT

DECIDE WHERE TO KEEP THE INFORMATION

Traditionally has been a gradebook

Consider something different since we need to track formative assessment

PHYSICAL LOCATION

Forms

Commercially developed program

Combination

Differentiate summative and formative

May supplement records with student work

*Form follows function*

Hint – summatives in electronic gradebook but formatives by hand

because it is portable

EXAMPLES

Figure 9.4 and 9.5 and 9.6

3 GUIDELINES FOR RECORD-KEEPING

1. Organize entries by learning represented

2. Track information about work habits and social skills separately

3. Record achievement information by raw score, if practical

1. ORGANIZE ENTRIES BY LEARNING

REPRESENTEDOrganize information by learning targets/clusters to use results of

assessments to provide descriptive feedback, plan lessons, & tract

progress

INSERT FIGURE 9.8

2. TRACK INFORMATION ABOUT WORK HABITS

& SOCIAL SKILLS SEPARATELY

Since we use summative assessment to calculate a standards-based

grade, track behaviors separately

Participation, rule compliance, academic

honesty, attitude, neatness, timeliness, attendance, cooperation, and

attention contribute to learning.

Don’t be broad (ex. Effort). Develop consistency amongst grade

level, department, etc.

Accurate & fair estimate for reporting.

CONTINUED

“All students must know what characteristics contribute to that

evaluation, as this helps them to be clear about the behaviors you

expect, will be tacking, and will be reporting.” (p.314)

Facilitates planning, diagnosing problems, communicating about them, &

coming up with solutions

If they were together (work & behavior), raising and lowering grades would

be only solution to a different range of learning problems

Punishment and reward system grades have become doesn’t work for a

large population of students

EXTRA CREDIT WORK

Does it provide evidence of effort or achievement?

Is it a means to a higher grade or a way to engage in and demonstrate

further learning?

Higher grade – often graded for completion. Problem – only effort points

and might inflate the grade. Doesn’t accurately represent achievement

level. Don’t use just of add effort points to the grade.

Engage in & demonstrate further learning – evaluate work and record score

in same as other evidences of achievement. Examine quality of work as

it relates to the learning target in the process of mastery.

Should relate directly to learning target. Ex. Don’t reward points for

bringing in boxes of tissue.

MISSING OR LATE WORK AND CHEATING

How should evidence of poor work habits or academic dishonesty be

recorded?

Lowered grade or 0’s

Doesn’t accurately represent students’ levels of achievement

Look for other ways to track, correct, and/or give consequences for

problems

Should not take their evidence of learning away (as a preventative or

punishment). Doesn’t change behavior. Prevents us from addressing

underlying problems.

CONTINUED

Record is too important for informing subsequent instructional decisions in

a standards-driven environment. Prevents distortion

Solution – MS teacher in Ohio came up with a “grade-free” way of dealing

with late work. Students complete a sheet and attach to late work.

Solutions progress with number of instances

Reported a significant decrease in missing of late work

Do you have any other solutions?

CONTINUED

Example 9.2 We Get It… You were busy

3. RECORD ACHIEVEMENT INFORMATION BY

RAW SCORE, IF PRACTICALRaw scores – the number of points awarded in relation to the number

possible (ex. 4/5 or 32/38)

Give instant access to sample size

When we record a % or summative mark, the detail is lost

Helps with weighting decisions when it comes to final grades

If recording scores from a rubric for summative purposes, it is essential to

use the raw scored.

If formative, raw score gives more detail. Helps in planning instruction and

tracking progress of targets

OPTIONS FOR STUDENT RECORD KEEPING

Benefits outweigh effort takes to implement

Helps with understand benefits of effort

When experience growth, it is a motivation.

Engage in self-reflection activities and discuss progress with others

PREREQUISITES TO STUDENT-INVOLVED

RECORD KEEPINGAssignments & assessments align with learning targets

Students know which targets are represented by each assignment and/or

assessment

Learning targets are clear

DIFFERENT FORMS

TOD

What is one way you will change the way you assess your students?

Is this formative, summative, or a blend? Should not take their evidence of

learning away (as a preventative or punishment). Doesn’t change

behavior. Prevents us from addressing underlying problems.

Should not take their evidence of learning away (as a preventative or

punishment). Doesn’t change behavior. Prevents us from addressing

underlying problems.