FORMATIVE ASSESSMENT
Session Objectives Differentiate the 3 types of assessments and
identify the purpose of each (why)
Identify assessment targets (what)
Explain various methods of assessment (how)
Use Rubrics to guide instruction toward summative evaluation
Practice scoring PISA items
WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an
instructional unit or sequence.
However, when assessment and instruction are interwoven, both
the students and the teacher benefit.
2ASSESSMENT PROCESS Summative Assessment (Assessment OF
Learning)Pre AssessmentFormative Assessment (Assessment FOR
Learning)3PRE-ASSESSMENTThe purpose of pre-assessment is to
determine what students know about a topic before it is taught.
Pre-assessment will help the teacher guide students learning
appropriately4Pre-Assessment StrategiesChecklistPre-testKWL Charts
Graphic OrganizersStudent DiscussionsTeam Huddle Show of hands/EPR
(Every Pupil Response)Standardized Test DataTeacher
ObservationWriting PromptsWriting Samples5FORMATIVE ASSESSMENT
Assessments FOR learning happens while learning is still
underway. These are assessments that: are conducted throughout
teaching and learning to diagnose student needs plan the next steps
in instruction provide students with feedback they can use to
improve the quality of their work help students see and feel how
they are in control of their journey to success6FORMATIVE
ASSESSMENTWhere am I going?Provide a clear and understandable
vision of the learning targetUse examples and models of strong and
weak workOffer regular descriptive feedback.Teach students to
self-assess and set goals.Design lessons to focus on one aspect of
quality at a time.Teach students focused revision.7. Engage
students in self-reflection,and let them keep track of and share
their learning.
FORMATIVE ASSESSMENT This Type of Assessment is NOT about
accountability
it is about GETTING BETTER!!
Session 2 FoldablesChecklist Example Thai Standard: Strand 6:
Change Processes of the EarthSearch for relevant information, make
a model and explain structure and components of the Earth.
Anticipation Guide+ I understand this concept well!- I do not
understand this concept! I know something about this concept.
_____Structure, layers and composition of the earths surface and
interior
_____Theory of plate tectonics and plate boundary types
_____ Relative density of materials at each layer of earth
_____ Relative sizes and depths of crust, mantle, inner, outer
core Earth Structure Foldable Rubricwww.irubric.com
Additional Formative Assessment StrategiesConferenceCooperative
Learning ActivitiesDemonstrationsDiscussionExit Card (3-2-1)Four
CornersGraphic OrganizersI Learned StatementsInterviewsJournal
EntryKWLs Learning Logs Observations Oral Presentations Peer
Evaluations Problem Solving Activities Products Questioning Quiz
Red light/Green light Self-Evaluations WhiteboardingSession 3
Water3-2-1 Example3 Things I Learned Today about water and water
pollution
2 Things I Found Interesting about water and water pollution
1 Question I Still Have about water and water pollution Graphic
Organizer Example Compare the characteristics of direct and
indirect approaches to measuring point and non-point water
pollutionWe all Live Downstream Rubric Distribution Water Pollution
summative item The River Gulch flows through an area of open
farmland and forest with a few small towns. A group of students
took samples from the river at two sites. They worked in equal
numbers for an equivalent time at each site. Site A is just
downstream of the point where effluent (liquid waste) enters the
river; Site B is about 5km downstream. The numbers of organisms
collected from the two sites were as follows:
These data measure pollution indirectly. Explain this
statement.
Explain the data above.Name three abiotic factors, other than
oxygen, that might vary along an environmental gradient between
sites A and B.Describe three ways in which the effluent at Site A
might be controlled.A large school is considering using plastic
cups instead of glasses and ceramic mugs. Describe the
environmental impact assessment that should be carried out to
investigate whether the change might be more or less
environmentally friendly.Using a named example in each case,
explain the difference between point and non-point sources of
pollution.
Session 4 EnergyLearning Log ExamplesExplain how Thailand should
generate electricity between 2015 and 2025 considering carbon
dioxide emissions and the need to maintain GDP. Identify 2 major
alternative energy sources and describe the benefits and drawbacks
of each.
Describe the process of fuel production for biomass, tar sands,
and geothermal energyShown below is a graph of the gross domestic
product (GDP) per capita versus the annual electrical energy
consumption per capita for nine countries in 2009.
Source:
http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_environmental_science.pdf
Icelands position on the graph is due in part to its access to
geothermal energy sources. Describe how electricity is generated
from a geothermal source.Despite its low GDP per capita and low
annual electrical energy consumption per capita, China has become
the worlds largest emitter of CO2 . Explain this apparent
contradiction.In addition to contributing to increased atmospheric
CO2 concentrations, China is facing other air pollution issues
related to the generation of electricity. Identify one such issue
and describe the impact it has on human health.Two countries shown
on the graph have developed domestic energy sources: sugarcane in
Brazil and tar sands in western Canada.(i) Choose EITHER sugarcane
or tar sands, then briefly describe the process of fuel production
from that energy source.(ii) Describe TWO disadvantages of using
the energy source that you chose in part (d)(i).(iii) Which of the
two energy sources is more sustainable? Justify your answer with an
explanation.
SUMMATIVE ASSESSMENT This type of assessment is a successful end
product and/or the fulfilling of the pre-stated objective.
18SUMMATIVE ASSESSMENT A summative assessment/evaluation is
designed to:provide information make judgments about student
achievement at the end of a sequence of instruction, (e.g., final
drafts/attempts, tests, exam, assignments, projects,
performances)
It is a means to determine a students mastery and understanding
of information, skills, concepts, or processes.
19Summative Assessment StrategiesUnit TestPerformance
TaskProduct/ExhibitDemonstrationPortfolio Review
20The AssessmentInstruction Process Summative Assessment making
surePre Assessment finding outFormative Assessment checking in
feedback student involvement21The Research
PISA released items completion, analysis, scoring and
discussion