Planning With the End in Mind: Approaches to Summative Assessment
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Planning with the End in Mind: Approaches to Summative Assessment Presented by: Jonathan
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Port Moody Secondary School, November 22nd, 2013
Transcript of Planning With the End in Mind: Approaches to Summative Assessment
Planning with the End in Mind: Approaches to Summative Assessment
Presented by: Jonathan Vervaet
Port Moody Secondary School
November 22, 2013
“If students have not been told where they are going, it is
unlikely that they will arrive.” – Shirley Clark
Learning Intentions“I can find evidence of current
assessment and curriculum design research in my current
practice.”
Learning Intentions“I can become curious about
something in the research I want to inquire further into.”
In schools today, diversity is the norm….
Carol Dweck (2006)
Csikzentmihalyi (1990)
Flow Theory – The exhilarating moments when
we feel in control, full of purpose, and in the zone.
Csikzentmihalyi (1990)
Skill Level
Challenge Level
Formative
Assessment for Learning
Ongoing
To determine learning needs
Ungraded and Descriptive Feedback (uses
words)
Provides feedback to students and teacher to promote learning
Summative
Assessment of Learning
Occurs at the end of a learning progression
Graded to determine achievement level
and for reporting
Evaluative
Levels or Marks
Formative Assessment:
5 Key Strategies…
sometimes 6!
Dylan Wiliam “Embedded Formative Assessment” (2011)
Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
Learning Intentions: What are we
learning? Vs.
Learning Activities:
What are we doing?
Success Criteria and the Use ofPerformance Standards
Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
Determine Acceptable Evidence
Performance Tasks
Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
The Benefits of Formative Assessment
Constantly weighing the pig won’t make it fatter...
Striking a New Balance: How can teachers increase their use of formative assessment and decrease their use of summative assessment?
The Latin root word for assessment is "assidere" which means to sit beside.
Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
“Covering” Curriculum
The Prescribed Learning Outcomes are the goals, not content coverage.
Use the textbook as a resource, not the syllabus.
Summative Assessment
Summative Assessment Activities- Students demonstrate knowledge /
skills on which they have had opportunity to practice
- Are based on known criteria- Focus primarily on individual student
performance- Usually broader – integrate important
skills and knowledge- Inform report cards
Ken O’Connor, How to Grade for Learning
Triangulation of DataDamien Cooper, Talk About Assessment
Performance Task, Oral Conference, Written Test Data
Authentic Tasks = What Big People DoGrant Wiggins
Formative (for)
Examples:
-Oral questioning
-Draft work
-Reflections
-Portfolio reviews-Peer /self assessments
Summative (of)
Examples:
- Inquiry projects
-Presentations
-Grade conferences
-Portfolio reviews
-Tests and quizzes
Communicating Student Learning
(Reporting)
• Shift from “reporting” to “communicating student learning”
• Report on core competencies and key areas of learning
• Focus on learning standards (curricular competencies and content/concepts) in areas of learning (subjects)
• Use clear performance standards-based language
• Move toward meaningful descriptions/collections/demonstrations of student learning
"We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.”
- Costa and Kallick (1992)
“We know that sustained, collaborative, inquiry based professional development
can help teachers develop new understandings and approaches.”
Grade wide, interdisciplinary teaching teams working on shared goals can
make a significant difference in student learning.
Grading Practices That Support Learning…
Teachers and departments have a
shared understanding or definition of each
grade or performance level.
