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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.


Formative Assessment

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.

Activities:

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 the classroom.

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.

Summative Assessment

Definition: Is to evaluate student learning at the end of an instructional unit by comparing it against other standards.

Activities:

o   State Mandated Assessment

o   District Mandated Assessments

o   End of Unit assessment

o   End of Term assessments

o   Final Exams: Students take a final exam on information they learned in a unit.

o   Final Papers: Students write a paper based on information they learned in a unit. (Make sure they have time to revise and reflect on their paper.)

o   Performances: Students create a performance, which they share with the class, teacher, and parents on information they learned in a unit.

o   Reader’s Theater: Students create a reader’s theater piece based on information they learned in a topic.

  Create your own exam: Students create their own exams based on information they have learned and give the exams to one another.

o   Presentations: Students present their work visually and/or orally to one another and possibly to parents or other classrooms.

o   Oral Exams: Students verbally present information in a group or individual way to the teacher and/or class about information they learned a in a unit.

o   Multiple Choice Tests: Students take or create a multiple-choice test based on information learned in a unit.

  Create a Game: Students create a game for other students to play that focus on the information they learned in the unit.

  Reflection: Students create a writing, drawing, doodle, or podcast based on information they learned during a unit.

o   News Broad Casting: Students act as newscasters as they share information they learned in a unit and present it to their peers.

o   Posters: Students present a poster they created based on information they learned in a unit.

o   Diorama: Students create a diorama based on information they learned in a unit.


Resources:

http://www.edutopia.org/comprehensive-assessment-introduction

http://globaldigitalcitizen.org/12-awesome-formative-assessment-examples

https://www.nwea.org/blog/2013/22-easy-formative-assessment-techniques-for-measuring-student-learning/

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/summativeassess.html

Do you have other examples of formative and summative assessments?

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.

(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’
—  mo