“The individualization of learning fundamentally redefines the role of assessment.”
~ Sebastian Thrun, founder of Udacity
Continuing the theme of Assessment from BUS-435: Educator Kristin Nannini addresses formative and summative assessment in the context of a blog post on exit tickets. She created and posted this engaging infographic on formative and summative assessment. Visit Kristine Nannini’s blog, “Young Teacher Love,” for additional resources on many more educational topics!
Image Source: Nannini, K. (2017, June). How to Completely Transform Your Teaching with Exit Tickets.
Blog Post. Available online at this link: https://youngteacherlove.com/exit-tickets-formative-assessments-math/
Assessment is such an overarching concept. Regardless of the subject matter (Business Ed, English, Foreign Language, etc…) assessment will be a key component of the student’s and teacher’s experience.
So it is very important to get firmly grounded in the types of assessment, especially the difference between formative and summative assessment.
Key Concept: The first big difference is when the assessment takes place in a student’s learning process. Formative assessment/evaluation is an ongoing activity. Formative assessment/evaluation takes place during the learning process.
Summative assessment/evaluation takes place at the end of an instructional segment (concept, unit, semester, course).
Your resources for the week do an excellent deep dive on assessment so read/reread/bookmark them.
Please post questions/needs for clarification to the “Questions” forum.
Image Source: Couros, G. (2015, November 23). Do we imply finality in the term “summative assessment”? Blog Post. Available online at this link: https://georgecouros.ca/blog/archives/5812
Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here.
Here are my Top Ten Key Take-aways and my post-panel reflections:
1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.
It is a career highlight to serve on a panel discussion addressing assessment.
My Basic Question regarding assessment is “How Do We Know if They Are Getting Better at Learning… and we do we blame if they Aren’t?”
My question comes from my colleague John Barell who has written a book by this same title.
I asked this question to my national teacher professional groups and I received answers from many of them.
How do we know if we are sufficiently preparing the students of today for the challenges of the 21st century? Inquiry-based education leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.
Included in Dr. Barell’s book are examples that show how to use today’s technology in the classroom and how to use inquiry to develop and assess students’ ability to:
My PLN was a great resource of information. I received information, advice, and resources from educators in 10 states. Special thanks to Dr. Joyce King who provided so many timely resources.
One thing that stood out to me was the amount of summative assessment that currently occurs in U.S. classrooms. Specifically, testing days in the U.S. average 50 days out of 180 of state-standardized events plus 10 teacher-generated summative course-specific events per semester (20) for a total of 70/180 = 39%. The 39% figure does not count other forms of assessment such as formative assessment, reflection, student self- assessment, etc…
Check the blog tomorrow for my Top Ten Take-aways from the Panel Discussion.
In an opinion piece that succinctly explains what is troubling to most innovative educators, Graham Brown-Martin, Founder of Learning
Without Frontiers and Founder of Education Design Labs extols, “We continue to use technology to reinforce 19th century teaching practice.”
Read the full online interview at this link
Word Cloud created by Helen Teague using Wordle
“Rubrics make the students’ lives much easier, but once written, they make the teacher’s life easier, too,” says Dr. Lena Nuccio-Lee, Assistant Professor of Professional Practice at the University of New Orleans. See the complete story here. Technology tools online also enable us to customize assessment for student groups. Does Timmy need to concentrate on writing complete sentences? Does Simone struggle with spelling? Has you been working with Stan on word attack skills? Insert specific criteria into your rubric to help individual learners.
How-to Resource: How to Write a Rubric