Formative+vs.+Summative

Here is an article from //Educational Leadership//, November 2005 | Volume 63 | Number 3 Pages 10-17 "Seven Practices for Effective Learning" Teachers in all content areas can use these seven assessment and grading practices to enhance learning and teaching. Jay McTighe and Ken O'Connor []

Classroom assessments fall into three categories, each serving a different purpose. Summative assessments summarize what students have learned at the conclusion of an instructional segment. These assessments tend to be evaluative, and teachers typically encapsulate and report assessment results as a score or a grade. Familiar examples of summative assessments include tests, performance tasks, final exams, culminating projects, and work portfolios. Evaluative assessments command the attention of students and parents because their results typically “count” and appear on report cards and transcripts. But by themselves, summative assessments are insufficient tools for maximizing learning. Waiting until the end of a teaching period to find out how well students have learned is simply too late.
 * Excerpt:**

Two other classroom assessment categories—diagnostic and formative—provide fuel for the teaching and learning engine by offering descriptive feedback along the way. Diagnostic assessments—sometimes known as pre- assessments—typically precede instruction. Teachers use them to check students' prior knowledge and skill levels, identify student misconceptions, profile learners' interests, and reveal learning-style preferences. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction. Examples of diagnostic assessments include prior knowledge and skill checks and interest or learning preference surveys. Because pre-assessments serve diagnostic purposes, teachers normally don't grade the results.

Formative assessments occur concurrently with instruction. These ongoing assessments provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning. Formative assessments include both formal and informal methods, such as ungraded quizzes, oral questioning, teacher observations, draft work, think-alouds, student-constructed concept maps, learning logs, and portfolio reviews. Although teachers may record the results of formative assessments, we shouldn't factor these results into summative evaluation and grading.

Keeping these three categories of classroom assessment in mind, let us consider seven specific assessment and grading practices that can enhance teaching and learning.

Practice 1: Use summative assessments to frame meaningful performance goals. On the first day of a three-week unit on nutrition, a middle school teacher describes to students the two summative assessments that she will use. One assessment is a multiple-choice test examining student knowledge of various nutrition facts and such basic skills as analyzing nutrition labels. The second assessment is an authentic performance task in which each student designs a menu plan for an upcoming two-day trip to an outdoor education facility. The menu plan must provide well-balanced and nutritious meals and snacks.

The current emphasis on established content standards has focused teaching on designated knowledge and skills. To avoid the danger of viewing the standards and benchmarks as inert content to “cover,” educators should frame the standards and benchmarks in terms of desired performances and ensure that the performances are as authentic as possible. Teachers should then present the summative performance assessment tasks to students at the beginning of a new unit or course. This practice has three virtues. First, the summative assessments clarify the targeted standards and benchmarks for teachers and learners. In standards-based education, the rubber meets the road with assessments because they define the evidence that will determine whether or not students have learned the content standards and benchmarks. The nutrition vignette is illustrative: By knowing what the culminating assessments will be, students are better able to focus on what the teachers expect them to learn (information about healthy eating) and on what they will be expected to do with that knowledge (develop a nutritious meal plan).

Second, the performance assessment tasks yield evidence that reveals understanding. When we call for authentic application, we do not mean recall of basic facts or mechanical plug-ins of a memorized formula. Rather, we want students to transfer knowledge—to use what they know in a new situation. Teachers should set up realistic, authentic contexts for assessment that enable students to apply their learning thoughtfully and flexibly, thereby demonstrating their understanding of the content standards.

Third, presenting the authentic performance tasks at the beginning of a new unit or course provides a meaningful learning goal for students. Consider a sports analogy. Coaches routinely conduct practice drills that both develop basic skills and purposefully point toward performance in the game. Too often, classroom instruction and assessment overemphasize decontextualized drills and provide too few opportunities for students to actually “play the game.” How many soccer players would practice corner kicks or run exhausting wind sprints if they weren't preparing for the upcoming game? How many competitive swimmers would log endless laps if there were no future swim meets? Authentic performance tasks provide a worthy goal and help learners see a reason for their learning.

A high school language arts teacher distributes a summary of the summative performance task that students will complete during the unit on research, including the rubric for judging the performance's quality. In addition, she shows examples of student work products collected from previous years (with student names removed) to illustrate criteria and performance levels. Throughout the unit, the teacher uses the student examples and the criteria in the rubric to help students better understand the nature of high-quality work and to support her teaching of research skills and report writing.
 * Practice 2: Show criteria and models in advance.**

A second assessment practice that supports learning involves presenting evaluative criteria and models of work that illustrate different levels of quality. Unlike selected-response or short-answer tests, authentic performance assessments are typically open-ended and do not yield a single, correct answer or solution process. Consequently, teachers cannot score student responses using an answer key or a Scantron machine. They need to evaluate products and performances on the basis of explicitly defined performance criteria.

A rubric is a widely used evaluation tool consisting of criteria, a measurement scale (a 4-point scale, for example), and descriptions of the characteristics for each score point. Well-developed rubrics communicate the important dimensions, or elements of quality, in a product or performance and guide educators in evaluating student work. When a department or grade-level team—or better yet, an entire school or district—uses common rubrics, evaluation results are more consistent because the performance criteria don't vary from teacher to teacher or from school to school.

Rubrics also benefit students. When students know the criteria in advance of their performance, they have clear goals for their work. Because well-defined criteria provide a clear description of quality performance, students don't need to guess what is most important or how teachers will judge their work.

Providing a rubric to students in advance of the assessment is a necessary, but often insufficient, condition to support their learning. Although experienced teachers have a clear conception of what they mean by “quality work,” students don't necessarily have the same understanding. Learners are more likely to understand feedback and evaluations when teachers show several examples that display both excellent and weak work. These models help translate the rubric's abstract language into more specific, concrete, and understandable terms.

Some teachers express concern that students will simply copy or imitate the example. A related worry is that showing an excellent model (sometimes known as an exemplar) will stultify student creativity. We have found that providing multiple models helps avoid these potential problems. When students see several exemplars showing how different students achieved high-level performance in unique ways, they are less likely to follow a cookie- cutter approach. In addition, when students study and compare examples ranging in quality—from very strong to very weak—they are better able to internalize the differences. The models enable students to more accurately self- assess and improve their work before turning it in to the teacher.