Running Head: ASSESSMENT MATTERS 1

Assessment Matters
Rosemary A. Haggerty
Ashford University



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Assessment and evaluation play important roles in school improvement and in measuring
educational quality. In recent years, and with the implementation of Common Core State
Standards across the nation, the specific goals and outcomes of assessments have been
scrutinized. High-stakes, standardized testing has become incentivized in some instances, forcing
educators to reevaluate the goals and role of summative assessments. The significance of
formative assessments has increased and the benefits are widely acclaimed. Both summative and
formative assessments have a place in the classroom, but influence teaching and learning in very
different ways.
In the past, traditional tests and assessments were synonymous and generally carried
negative connotations. When one thinks of a test, one may recall earning earn a grade based on
the number of correct or incorrect answers on an exam. These exams were administered at the
end of a unit, a grading period or at the end of the school year; this type of summative
assessment contributed to passing or failing report cards and determined report grade-level
promotions. Formative assessments are those techniques that do not feel like a test and occur
frequently, such as: discussions, short quizzes and reflective journals. While both types of
assessments have merit and value, it is important to clearly identify the goal, and whether it is an
assessment of learning or for learning. According to Newman (2013), the goals for the
assessment should be valid, reliable and transparent for all audiences or stakeholders including
teachers, students, parents, administrators and governing agencies.
The enactment of national legislation such as The No Child Left Behind Act, and
implementation of Common Core State Standards served to increase the significance of
summative assessments, such as standardized tests. As stated in Newman (2013), the increased
attention caused by the NCLB also provided the impetus for schools and districts to use data to
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guide decisions that can improve student achievement and close the achievement gap (ch. 12).
When public school funding and staff decisions are determined by the results of these high-
stakes assessments, it is especially important to collect accurate and relevant data. Smith (2007)
asserts, before comparing student scores, one must determine the purpose of the assessment.
Standardized tests are generally administered as summative assessments to gauge students
cumulative knowledge and understanding. However, according to Stiggins and Chappuis (2006),
educators have concluded, testing once a year does not provide significant evidence to inform
many crucial, more frequently made instructional decisions, which is generated renewed interest
in formative assessments (p. 10).
There are can be distinctive contrasts between formative and summative assessments.
Wormeli (2010) describes formative assessments as checkpoints along the way. He asserts the
best formative assessments include descriptive feedback so that students may revise their work
or re-learn concepts to achieve mastery. Formal feedback includes homework assignments, short
quizzes reflective journals. Informal feedback includes verbal comments and peer-review.
Summative assessments may also take the form of homework assignments and quizzes, but
typically, formal end-of-unit tests or standardized tests are considered summative assessments.
According to Smith (2007), summative learning is proportional to incremental formative
achievement (pg. 31). He means that students score higher on tests when they have recived
constructive feedback. Additionally, Stiggins and Chappuis (2006) assert, assessment for
learning happens in the classroom and involves students in every aspect of their own assessment
to build their confidence and maximize their achievementstudents and their teachers become
partners in the classroom assessment process (pg. 11). Both summative and formative
assessments are integral elements that support students learning in the classroom.
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I was impressed by a few ideas in Rystads (2013) video. Green, Yellow, Red is a
technique for students to self-assess and indicate their level of understanding, which is similar to
thumbs-up/thumbs-down or smiley-face/sad-face methods of informal, formative assessment. I
also liked the 2 stars and a wish technique for providing feedback. This technique may be
informal if employed verbally, or formal if it is in written form; both formats encourage the
teacher to praise generously and offer constructive criticism. The C3B4ME technique is another
wonderful technique which holds students to a higher standard, improves their communication
skills and encourages their autonomy.
Rystad (2013) identifies five key strategies that may be employed in the classroom in
order to ensure student success; they are: 1) it is necessary to clarify, understand and share
learning intentions. 2) Teachers must engineer effective classroom discussions, tasks and
activities that elicit evidence of learning. 3) Educators should provide feedback that moves
learners forward. As stated previously, and according to Smith (2007), formative assessment
continually assesses students learning process with feedback to students and instructors that
determines the course of subsequent teaching and learning activities (pg. 30); frequent
formative assessments are beneficial for the student and helpful for the teacher. 4) Teachers
should make every attempt to activate students as learning resources for one another; peer-
assessments and collaborative group work benefits all involved. And finally, 5) teachers should
attempt to activate students as owners of their own learning; the goal is for students to become
intrinsically motivated, autonomous learners.
These aforementioned five strategies are coincidentally aligned with Newmans (2013)
five components of quality assessment: 1) Assignments should have a clear purpose. 2) The
activity should have a clear learning target. 3) The assessment design must be sound. 4) There
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must be effective and appropriate communication. And lastly, 5) the assessment must include
meaningful student involvement (section 11.4). These classroom strategies and components of
quality assessment are currently on-trend and serve to improve the effectiveness of teaching and
the quality of learning.
Upon review of my work from the Week Four Assignment, I have determined the next
step in developing an assessment for CCSS.MATHCONTENT.1MDA.1 is to provide specific
examples of formative and summative assessments. The intended goal of this particular first
grade math standard is that students will be able to order three objects by lengths and compare
the lengths of two objects by using the third object (e.g., if the crayon is shorter than the marker
and the marker is shorter than the pencil then the crayon is shorter than pencil). See the following
extracted slides from Assignment #4:

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There are several ways to provide students with formative assessments during this
activity. For example, by using the essential questions and performance tasks from stages one
and two of the lesson plan as a guide, the teacher may observe the student working
independently and cooperatively. See the following text boxes:
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The students may provide evidence of learning by actively participating in the prescribed
steps of the activity, and then by illustrating their results. The teacher has many opportunities to
provide relevant feedback, such as showing encouragement with a smile or hand gesture or using
two stars and a wish to suggest further learning opportunities. The students have ample
opportunities to practice measurement on homework assignments and additional practice in
school see the following sample worksheets:
Performance Task:
1. Choose three objects to measure
Measure the length of each object with a cube or another item
Order the objects from shortest to longest
2. Write each measurement.
3. Use pictures, words or numbers to show how you ordered the lengths of the objects.
4. Show your work.
Essential Questions:
How do you measure length using nonstandard units?
Students will practice measuring various objects (pencil box, paper, book, glue bottle)
with assorted nonstandard measuring tools (counting cube, paper clip, crayon, eraser).
How do you order objects by length?
Students will work in pairs to compare objects of similar, equal and different lengths.
How can you compare lengths of three objects to put them in order?
Students will practice ordering from smallest to largest, largest to smallest
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This learning activity described in Assignment Four, or a similar one, may be
transformed into a summative assessment at the end of the measurement unit or at the end of the
school year on a cumulative assessment. According to Rick Wormeli (2010), youre allowed to
make it a formative assessment its your prerogative! The teacher may use a grading rubric to
record concrete evidence of the summative assessment such as the following example:

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Effective summative and formative assessments play important roles in school
improvement and in measuring educational quality if the goals are clear, the methods are
effective and the experience is meaningful. All stakeholders, including educators, administrators,
governing bodies and parents must keep the best interests of students at the forefront of any
educational reform or legislation. It is preferable, and quite possible, to plan meaningful
activities, relevant assessments and improve the educational quality in Americas schools. Dr.
Brian Stecher (2011), and I agree that our country deserves a great education system.
















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References:

Common Core State Standards. (2014) Retrieved from http://www.corestandards.org/
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San
Diego, CA: Bridgepoint Education, Inc.
Smith, G. (2007). How does student performance on formative assessments relate to learning
assessed by exams? Journal of College Science Teaching, 36(7), 28-34. Retrieved from
http://search.proquest.com/docview/200370662?accountid=32521
Stenhousepublishers. (2010, November 30). Rick Wormeli: Formative and summative
assessment [Video file]. Retrieved fromhttp://www.youtube.com/watch?v=rJxFXjfB_B4
Stiggins, R., & Chappuis, J. (2006). What a difference a word makes a word makes: Assessment
for learning rather than assessment of learning helps students succeed. Journal of Staff
Development, 27(1), 10-14. Retrieved from http://ati.pearson.com/downloads/What-a-
difference-a-word-makes.pdf
TED Talks. (2012, August). Daphne Koller: What were learning from online education [Video
file]. Retrieved from
http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.h
tml
TEDxTalks. (2011, August 14). TEDxSoCal Dr. Brian Stecher Cultivating thriving schools
[Video file]. Retrieved from http://www.youtube.com/watch?v=HmYdW871pL4



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Additional Resources:

Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance
assessment in achieving 21st century standards of learning. Stanford Center for
Opportunity Policy in Education. Retrieved from
https://scale.stanford.edu/system/files/beyond-basic-skills-role-performance-assessment-
achieving-21st-century-standards-learning.pdf
Measure It. (n.d.). Retrieved July 14, 2014 from
http://paulsmathworkstation.weebly.com/uploads/1/5/5/6/15562966/measure_it_workshe
et.jpg
Measure the room. (n.d.). Retrieved July 14, 2011 from http://media-cache
ak0.pinimg.com/736x/8e/59/77/8e5977051a00108f734d16e0df209672.jpg
Rubistar: Create rubrics for your project-based learning activities. (2008). ALTEC at University
of Kansas. Retrieved from http://rubistar.4teachers.org/index.php?ts=1405365088
Zimmerman, B. J., & Dibenedetto, M. K. (2008). Mastery learning and assessment: Implications
for students and teachers in an era of high-stakes testing. Psychology In The Schools,
45(3), 206-216.