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Summative and Formative Assessments

Group C Laura Nemer, Yancy Munoz, DaVisha Pratt, Gina Petrozelli

Introduction

Formative and summative evaluations are the two primary methods of evaluation currently in vogue.
(Dr. K., Week 7, Lecture 7)

Summative Evaluations
Summative evaluations take place at the end of a specific time frame. As for teacher evaluations and observations, summative assessments take place midway through the year and at the end of the year. Summative evaluations are formal in nature and do not allow for much feedback.

Formative Evaluations
Formative evaluations are ongoing. They are usually informal and come in the form of a checklist or anecdotal records. Formative evaluations provide immediate feedback. They ensure teacher effectiveness and success as they monitor progress throughout the school year.

Teacher Observations and Evaluations


Supervisors and administrators have a great responsibility when it comes to observing and evaluating staff members.

Teacher Observations and Evaluations


It is important that administrators do not solely rely on SUMMATIVE assessments. Many do because of the demands of their positions. Supervisors and administrators must utilize both forms of assessment to ensure accurate data collection and recommendations

FORMATIVE vs. SUMMATIVE ASSESSMENTS THE DIFFERENCES

FORMATIVE
Little more complex Completed during development of program Conducted more than once Research oriented--intent is to improve

Coaching for success Ensure goals are being met Provide feedback Learning spiraling upwards Not necessarily in need of, or to evaluate, a product Assessments usually remain in-house

TYPES
ANECDOTAL RECORDS QUIZZES ESSAYS DIAGNOSTIC TESTS LAB REPORTS

SUMMATIVE
Quantitative Information gathered/completed at the end of a program Cumulative learning Measure effectiveness Assess end result Used to make decisions about further study

TYPES
UNIT TESTS FINAL EXAMS STATEWIDE TESTS NATIONAL TESTS ENTRANCE EXAMS

The Link Between


Formative & Summative Evaluation

Simply pointing out the differences between two forms of evaluation is not always very useful. True understanding isnt always achieved
Formative and Summative Evaluation forms are a lot like apples and oranges

(Formative Vs. Summative)


It is because of the similarity between the two forms of evaluation that pointing out the differences becomes fruitful Just as apples are different than oranges; None-the-less both are fruits, edible, and round

Both Formative and Summative Evaluation forms must be effective!

Key features of effective evaluation


alignment validity reliability Transparency

Alignment
There should be alignment between: clear and realistic learning outcomes learning opportunities to achieve these outcomes evaluation methods and tasks related to the learning outcomes and methods of learning

Validity
Evaluation should measure what it sets out to measure: This is tipically pointed out during the preconference between the teacher and the administrator

Reliability
Evaluation should be consistent and fair: good assessor reliability administrator with classroom experience preferably.

Transparency
No 'hidden agendas' or surprises for teachers: Teachers should not have to guess what is in the assessor's mind. evaluation should be clearly aligned to published learning outcomes or a teacher personal improvement plan (PIP).

3 Purposes of Evaluation
1. To consistently promote growth. 2. To improve delivery of content to the students. 3. To ultimately improve the learning of the students (the accountability piece).

Words of Wisdom
teachers can fix bad teaching; they find it very difficult to escape bad evaluations. Nothing that we do to, or for, our teachers is more important than our evaluation of their work and the feedback administrators and peers give them on it. The results of our evaluations influence our teachers for the rest of their careers.

The best method of evaluation is

Formative evaluations
Provides on-going assessments, reviews, and observations in a classroom Teachers use formative assessment to improve instructional methods with student feedback throughout the teaching and learning process. Teacher observes students that do not grasp a concept, she or he can design a review activity or use a different instructional strategy.

students can monitor their own progress with periodic quizzes and performance tasks. results of formative evaluations are used to modify and validate instruction.

The difference between formative and summative


The value of formative evaluation must express with the distinction to students in language they can grasp Formative evaluation is the process of judging an ongoing, changing process or diagnosis, revision, description, information, or comparison. Summative evaluation is a final-end decision serving purposes of persuasion, verification, prediction or validity

Where there is no formative evaluation, by definition, the student learns nothing after submitting the work

While formative evaluation highlights areas that need improvement or remediation


Formative test results may lead to conclusions that other methods would be more effective. preferably educators should incorporate both types

of evaluation in program development.

Plan of the formative evaluation


Assess progress towards meeting the curriculums aims and objectives Assess how effectively projects are contributing to meeting the curriculum

Gather and publish best practice


Identify gaps and issues Raise awareness of the plan and stimulate discussion Ensure that course outputs are meeting students needs Ensure the curriculum can respond flexibly to changes

REFERENCES
Classroom Assessment: Basic Concepts. Formative vs.Summative Assessments. Retrieved October 20, 2008 from http://fcit.usf.edu/assessment/basic/basica.html Formative vs. Summative Evaluation. Retrieved October 20, 2008 from http.jan.ucc.nau.edu/edtech/etc/667/proposal/evaluation/summa tive_vs_formative.htm Formative and Summative Assessment. Retrieved October 20, 2008 from http://www.krauseinnovationcenter.org/ewyl/modules/module63.html.

References
Classroom Assessment: Basic Concepts. Formative vs.Summative Assessments. Retrieved October 24, 2008 from http://fcit.usf.edu/assessment/basic/basica.html Pawlas, G., Oliva, P. (2008) Supervision for Todays Schools, Sixth Edition. New York: John Wiley and Sons

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