EDUC 410 - Class 2
Focus for this week:
- Increase understanding of summative assessments and their role in your future classrooms
- Increase understanding of designing, administering, and scoring achievement tests
- Increase awareness of UDL and its implications in helping every student succeed
- Realize the importance of integration
- Understand how to successfully create rubrics
- Review revised Bloom's Taxonomy and understanding its importance in helping students achieve a higher level of understanding
Formative v. Summative
Formative assessment is the chef tasting the food during its preparation. Summative assessment is the Tip.
When the cook tastes the soup, that's formative assessment; when the customer tastes the soup, that's summative assessment.
Formative assessment: assessment FOR learning ... Summative assessment, assessment OF learning. (Black & Wiliam)
- to judge the success of a process at its completion
- formal tests, projects, papers, etc,
- State-mandated assessments
- District benchmark or interim assessments
- End-of-unit or -chapter tests
- End-of-term or -semester exams (LEARN NC)
Planning a Summative Assessment
What type of assessment tasks or items should be given?
How long should the test take?
Teacher made v. textbook made?
How well have students been prepared for the test? (content and test format?)
Chapter 6 - Designing, Administering, and Scoring Achievement Tests
Has the test been designed to measure what was actually taught? Is this test valid???
Methods of Responses:
- Selection: Multiple-choice, true-false, matching
- Supply: Short-answer, essay
What happens after a summative assessment is given?
UDL - Chapter 7
UDL in Assessment
- avoid ambiguous and confusing wording and sentence structure
- use appropriate vocabulary
- keep questions short and to the point
- write items that have one correct answer
- give info about the nature of the desired answer
- do not provide clues (distractors)
- don't overcomplicate
Allowing for flexibility: Through curriculum integration, teachers can plan for the development of key skills and understandings that transcend individual strands and subjects.
Building on prior knowledge and experiences: Choosing meaningful connections among subject areas helps students build on their diverse prior knowledge and experiences, supports their holistic view of the world and ensures more meaningful learning.
Unifying the students’ learning: Curriculum integration enables students to develop a unified view of the curriculum to broaden the context of their learning beyond single subject areas.
Reflecting the real world: When curriculum is organized in a holistic way, it better reflects the real world and the way children learn at home and in the community.
Matching the way students think: Brain research supports the theory that younger students take in many things and process and organize them at one time. Teaching ideas holistically, rather than in fragmented pieces, better reflects how young students’ brains process information.
Primary Programs Framework for Teaching and Learning, 2007. Alberta Education