Summative Assessment

Presentation on theme: "Summative Assessment"— Presentation transcript:

Slide1
Summative Assessment
Kansas State Department of Education
ASSESSMENT LITERACY PROJECT
1Slide2
What is Summative Assessment?
4
Many assessments can be used for both summative and formative purposes. But some are more suited for summative purposes than formative purposes.
It all depends on how the
results
are used. Slide3
2
Formative assessment is used to improve instruction and learning
Interim assessments are used to
Predict summative results
Warn of learning deficits
identify achievement gaps
Summative assessments are used to render final judgmentsSlide4
4
Many assessments can be used for both summative and formative purposes. But some are more suited for summative purposes than formative purposes.
It all depends on how the
results
are used. Slide5
Summative Assessments
P
rovide
C
ritical
I
nformation
5
Information about students' overall learning as well as information about the quality of classroom instruction – especially when they are accompanied by other sources of information and are used to inform practice
End of unit tests or projects
Course grades
Standardized tests
PortfoliosSlide6
Can Inform Instructional Practices
6
Summative assessment can also inform instructional practices in a different yet equally important way as formative assessment. Slide7
Summative Assessment:
Continuous Progress Monitoring
7

Summative assessments can also be used with continuous progress-monitoring systems because they allow teachers to track students throughout a school year and, ideally, over an entire academic career, from kindergarten through high school. Slide8
Summative Assessments Must
be of the Highest Quality Possible
8

Every educator should be concerned that the summative assessments which are part of the assessment system used in their classroom, school, district, and state are of the highest quality possible. Slide9
Validity defines the quality
of education assessment
9

The simple definition of validity is that a test measures what it is supposed to measure. But validity also means that an assessment provides sound information supporting the purpose of the assessment. So an assessment whose scores have a high degree of validity for one purpose may have little validity for another. Slide10
Valid Summative Assessments
10
For a summative assessment to be valid it must:
Be aligned with district and school learning
Provide reliable information
Be fair, unbiased, and accessible
Be instructionally sensitive
Have high utility
Provide useful informationSlide11
Summative Assessment Must be Aligned
11
A summative assessment
aligned
with school learning goals and intended purposes precisely measures the intended learning targets for the curriculum being taught at that grade level.
An
aligned
summative assessment measures the learning goals so that the
results
accurately determine what school officials wanted to know about student mastery. Slide12
Must be Reliable to Have
V
alidity
12
If the test’s results have no reliability the test has
no validity
.
An unreliable summative test will diminish the usefulness of the results.
It is important to understand that
reliability is

critical
to an effective summative assessment of student learning. Slide13
Summative Assessment has to
be Fair, Unbiased and Accessible
13
Generally a summative assessment can be biased if a group of students is offended or unfairly penalized on the basis of personal characteristics such as gender, religion, race, ethnicity, or socioeconomic status. Slide14
Must
b
e Instructionally Sensitive
14
In a presentation at the 2007 annual meeting of the American Educational Research Association, Dr. W. James
Popham
explained:
“A test’s
instructional sensitivity
represents the degree to which students’ performances on that test accurately reflect the quality of instruction specifically provided to promote students’ mastery of whatever is being assessed.” Slide15
Summative Assessment Must
b
e Useful
15
A summative assessment of student knowledge and skill is useful when it accurately measures students’ mastery of the curricular aim being assessed
Good summative assessment indicates instructional quality, mastery of content standards, and supplies accurate accountability evidenceSlide16
Activity One
1
Answer the
essential question:
How do we ensure the quality of Summative Assessments?
16Slide17
17
Are Used at Different Levels
Summative assessments are used and impact the:
Classroom
School
District
StateSlide18
Summative Assessments are
P
art of an
I
ntegrated
C
lassroom Assessment System
18
Formative and summative assessments serve different purposes
S
hould be used ultimately within an integrated classroom system of assessment, curriculum, and instructionSlide19
S
upport Instruction
19
Summative assessments support instruction, because they are usually an important part of a grade. Students and parents do care about gradesSlide20
Classroom Summative Assessments
Provide Valuable Information
20
Compared with state and district tests, teacher-designed classroom summative assessments are more immediately available and their learning targets have been more recently taught.Slide21
Use Test Banks from Published
Material with Great Caution
21
Carefully designed common or textbook provided unit tests can provide high quality summative assessments
However, test banks from published material should be used with great caution because they may use different grammar or syntax than the teacher used to teach
Standards and examples may not agree with the teacher’s methods of explaining themSlide22
Students use Classroom
S
ummative
T
est
Results to Make
D
ecisions
A
bout
Learning
22
If the summative test items are matched to the intended learning targets, teachers can guide students in examining their right and wrong answers in order to answer questions such as:
What are my strengths relative to the standards?
What have I seen myself improve?
Where are my areas of weakness?
Where didn't I perform as desired, and how might I make those answers better?
What do these results mean for the next steps in my learning, and how should I prepare for improvement? Slide23
Grades Determined by Summative
A
ssessment
23
Grades can be produced by ten or fewer quality summative assessments.
The student should be well prepared for summative assessment as a result of participation in the formative assessment process.Slide24
Ensure Summative
A
ssessments are High
Q
uality
24
Keep wording simple
Be sure there is only one correct or best answer
Avoid using “which of the following” in the stem whenever possible
Don’t repeat the same words in the response items
Ask a complete questionSlide25
Ensure Summative
A
ssessments are High
Q
uality
25
Consider carefully:
L
earning goals or benchmarks
R
elative importance of each
Type of assessment item most appropriate
C
ognitive level at which to assessSlide26
Tips for Creating Student-Friendly Tests
26
Foster Validity
Foster Accessibility
Ease Anxiety
Ensure Ongoing ImprovementSlide27
Four Recommendations to
Determine More Reliable Grades
27
Recommendation 1:
Get rid of the omnibus or single letter grade.

Recommendation 2:
If you can't get rid of the omnibus grade, provide scores on measurement topics in addition to the grade.

Recommendation 3:
Expand the assessment options available to students.

Recommendation 4:
Allow students to continually update their scores on previous measurement topics.Slide28
Activity Two
2
Participate in This Activity on How Summative Assessments are Used in the Classroom
28
Let’s conclude by considering how summative assessments are used in the classroom by participating in
Activity Two
.

Summative Assessment - Description

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