Assessments Formative and Summative

June 13, 2013CarolKerry

PatriceKris

Students will: Define formative and summative assessment List types of formative and Design a formative assessment for their class Design a summative assessment (or a question or

two) for their class

Think Pair Share – share one assessment strategy you use with a partner

Objectives

http://www.cidde.pitt.edu/ta-handbook/teaching-and-learning-principles/alignment-model

aligning with learning objective

learning objectives

?

formative assessme

nt?

teaching strategies

?

Summative

assessment

formative • Adjective – of and relating

to a person’s development• of and relating to a person’s

development• Synonyms

– Developmental– Growing– Malleable– Impressible– Determining– influential– developmental– growing– malleable– Impressionable– determining– influential– shaping

What might you want to assess?

“Questions about your students How many students are learning well and how many are not? Which students are learning well and which are not? What do successful learners do that other learners don’t do What do less successful students do that might account for their failures?

Questions about course content How much of the course content are students learning? Which elements of the course content are students learning? How well are students learning the various elements of the course content? How well are students integrating the various elements of the course

content? Questions about teaching

How does my teaching affect student learning positively and negatively? What specifically could I change about my teaching to improve learning

inside the classroom? What, specifically could I change about my teaching to improve learning

outside the classroom?”

From Classroom Assessment TechniquesAngelo and Cross

Course related Knowledge and Skills Prior knowledge, recall and Understanding Skills in Analysis and Critical Thinking Skills in synthesis and critical thinking Skills in problem solving Skills in application and performance

Learner Attitudes, Values and Self-Awareness Students’ awareness of their attitudes and Values Student’s Self-Awareness as Learners Course related Learning and Study Skills, Strategies and Behaviors

Learner Reaction to Instruction Learner Reactions to Teachers and Teaching Learner Reactions to Class Activities, Assignments and Materials

 

Areas for AssessmentFrom Classroom Assessment Techniques

List common assessment methods One minute paper Muddiest point Clicker questions Empty Outlines One sentence summary Productive Study-Time Logs Misconception/Presumption Check

How do you assess?

Problem based learning Objectives

Identify the pros and cons of random vs directed sampling

Apply the appropriate sampling method to an authentic problem

PBL assignment – white powder - Las Vegas or Daschle’s office

Multiple choice quiz – formative – points for completion

Example from Biodefense Lab Methods

In one sentence summarize what you have learned

Try this

Plan Start small (and easy) with your CAT

Implement Responding (students need feedback – does not need to be individual)

“Five Suggestions for a successful start If a CAT does not appeal to your intuition and professional judgment as a

teacher, don’t use it Don’t make CAT into a self-inflicted chore or burden Don’t ask your students to use any CAT you haven’t previously tried on yourself   Allow for more time than you think Make sure to “close the loop””

How do you do this?

Design a formative assessment for one of your objectives

You try one

“Summative assessment is cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program”.

http://activelearning.uta.edu/facstaff/formsum.htm

Summative Assessment

Please list Exams Portfolios Grant proposals Poster presentation Capstone project

Types of Summative Assessments

Objective

ObjectivesDiscuss methods for

controlling drug resistance (unit)Create several

projects that address the threats of

emergence (course)

Learning ActivityThreaded Discussion Question

What do you think can be done to

mitigate the increase in drug resistance

organisms?

Summative Assessment

The CDC has several educational

programs to address antimicrobial

resistance. In 2 paragraphs , design your own education

program

Example from Kris’ EID course

Castle Model for online course

Instructor directed activities

Narrated power point

Student-led threaded discussion

Short videos,Podcasts, multimedia Student

mp3/4 files, reading

Student directed activities

Summative assessment – take home exam

exam question types• Objective• Multiple Choice• True / False• Matching

• Constructed• Short Answer• Completion• Essay• Problem Solving

• Advantages, Disadvantages and Construction (handout)

taxonomies and question types

Bloom’s Learning Level Sample MC Stem Question

Remember What is a typical growth rate of the azalea?

Understanding What is distinctive about the azalea compared to other spring-flowering shrubs?

Application & Analysis(critical thinking)

What happens if an azalea receives a plant food high in alkaline and low in acid?

Analysis & Evaluation(critical thinking)

Given highly acidic soil and an annual rainfall of 40 inches, what is the most effective plant food for an azalea?

Analysis & Evaluation(Problem Solving)

Your azalea is planted in full shade under the eaves of your house. Leaves are yellowing, and the plant has shown little growth in two years. What is the best treatment of this problem?

exam writing guidelines/tips• examine early and often (low high stakes)

• compose exam questions immediately after you cover material in class to ensure appropriate “coverage”

• use learning objectives to guide the writing of exam questions

• start the test with some warm-up questions• ask a colleague (ta) to evaluate the exam for clarity,

content and alignment with your learning objectives• proofread! • give detailed instructions and allow students

sufficient time to complete each question (instructor time x 4)

• use a variety of question types

exam writing guidelines/tips• examine early and often (low high stakes)

• compose exam questions immediately after you cover material in class to ensure appropriate “coverage”

• use learning objectives to guide the writing of exam questions

• start the test with some warm-up questions• ask a colleague (ta) to evaluate the exam for clarity,

content and alignment with your learning objectives• proofread! • give detailed instructions and allow students

sufficient time to complete each question (instructor time x 4)

• use a variety of question types

your turnPick one of your learning objectives

Categorize it in a learning taxonomy framework (e.g. Bloom it, Fink it)

Identify (or write) an exam question to assess that learning objective

Rewrite your question in at least two other formats

Rubrics!!!!!

How do you grade an essay, a project, a grant proposal?

Last activity – write down the “muddiest point” of this presentation

Summative “evaluations used to assign grades”

Formative “evaluations used to inform teaching and improve learning rather than assign grades”

Summary