Formative and Summative Assessment worksheet I created for graduate school
I had to create a presentation and handout for my cohorts on the topic of Formative and Summative Assessment. Below is the worksheet I handed to everyone which describes different activities you can do for each type of assessment. I hope you find it useful. I am attaching links I used for research below.
Definition: The goal is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their
teaching and by students to improve their learning.
o Question: Ask informal questions throughout an activity to gage student’s
comprehension on a topic.
o Journal: Students periodically record their thoughts and feelings about how they
are progressing in the class. They can also share feelings about particular
assignments or indicate areas in which they may be experiencing difficulties in
o Postcards from the Past: Have students adopt the personality of a historical figure and write a
postcard to another historical figure from the same era, discussing a
significant event that has just occurred.
o Jigsaw: Students are given different tasks and must report back to the group
what they learned.
o Doodle: Challenge students to use a drawing rather than words to show
understanding of a concept.
o Think-Pair-Share: Students think about a question then share it with someone else. After
that they share it with the group.
o Entrance Ticket: A student writes down what they know about a concept before formal
teaching on the topic begins.
o Exit Ticket: A student writes down what they learned or are confused about on a piece
of paper and give to teacher at the end of a lesson.
o Vote with thumbs: Use thumbs to gage students understanding on a topic.
o White Board: Have students answer questions on white boards and hold them up for the
teacher to see their answers/work.
o Roll the Dice: Put a die at each desk. At the end of class, each student rolls and briefly answers aloud a
question based on the number rolled.
Definition: Is to evaluate student learning at the
end of an instructional unit by comparing it against other standards.
of Unit assessment
of Term assessments
take a final exam on information they learned in a unit.
write a paper based on information they learned in a unit. (Make sure they have
time to revise and reflect on their paper.)
create a performance, which they share with the class, teacher, and parents on
information they learned in a unit.
create a reader’s theater piece based on information they learned in a topic.
your own exam: Students
create their own exams based on information they have learned and give the
exams to one another.
present their work visually and/or orally to one another and possibly to
parents or other classrooms.
verbally present information in a group or individual way to the teacher and/or
class about information they learned a in a unit.
Choice Tests: Students
take or create a multiple-choice test based on information learned in a unit.
a Game: Students
create a game for other students to play that focus on the information they
learned in the unit.
create a writing, drawing, doodle, or podcast based on information they learned
during a unit.
Broad Casting: Students
act as newscasters as they share information they learned in a unit and present
it to their peers.
present a poster they created based on information they learned in a unit.
create a diorama based on information they learned in a unit.
Kuan Yin - Goddess of Love and Compassion. This Spiritual teacher is very active to help us understand love and the necessity for compassion…not only for others but for ourselves. This gentle teacher, if asked, will help us to forgive and rise above or teach us to give no energy to that which we cannot forgive until such time that we can forgive fully.
A stroke suffering cat owner tried to teach his cat to press a 911 speed dial. Unsure whether the training stuck, the owner later fell from his wheel chair during a seizure. Police received a silent 911 call from the house and arrived to find the man incapacitated and the cat by the phone. -Source
As children we are taught to ask questions
We ask ‘why’ like it’s as simple as
‘No thank you’ or ‘yes please’
But then we are told that asking 'why’ is impolite
That we have no manners,
So we grow out of old habits
No more 'whys’
Or 'thanks’ or 'please’
Because 'we have no manners’ they said
We don’t know why they said it
But it must be true,
So we walk through life with unanswered questions
They say 'answers will come when your older’
They say that 'we are still young’
That 'we shouldn’t worry so much’
So we make a mess of things
Fall into drugs or abusive relationships
We stop asking why
We stop worrying
It must be we deserve this
We continue, waiting to die,
Because they say that 'we put them through hell’
They say 'its where we will end up’
They cry as though they are the ones in pain
They say 'what have you done with your life’
We ask 'why didn’t you stop us’
We ask 'why didn’t you help’
They say 'grow up’
They say 'why do you think this happened’
They say 'you did this to yourselves’
They say 'we didn’t raise you that way’
We stutter, 'it was never my life’
We say, 'you told us not to ask questions’
We cry, 'you told us not to worry’
We cry, 'you told us your demands’
They tell us 'learn to think for yourself’
We declare, 'you never taught us to think’
When McDonald’s set up its first restaurant in Soviet Russia, it had to teach workers how to smile and pretend to be cheerful. The Russian language has a unique proverb that is absent from other languages, “A smile without a reason is a sign of idiocy.“ -Source