Download Summative Assessment Workshop Outcomes and more Schemes and Mind Maps Communication in PDF only on Docsity!
Harper College
Assessment in the Classroom
Certificate Series
Summative Assessment
Fall 2014
Describe the purpose of summative assessment.
Explain the benefits and drawbacks of a variety of
methods of summative assessment.
Develop a plan for using at least one new summative
assessment technique in a course.
(After the seminar) Apply new summative assessment
techniques in one or more of your courses.
Workshop Outcomes
Review forms of assessment: diagnostic,
formative, and summative
Discuss examples of summative assessment
techniques
Develop a plan for using summative assessment
techniques in one of your courses
Next steps: application
Workshop Overview
Assessment Resources
Assessment information on the HIP
Assess for Success newsletters
External Harper site
Formative Assessments
Measure what students are learning ‐‐‐‐‐‐‐‐‐‐‐‐‐ the teaching and
learning process
Provide feedback that you can use to guide improvements ‐‐‐‐‐‐‐‐‐
the semester or unit, or ‐‐‐‐‐‐‐‐‐‐ a specific class period
Examples:
Forms of Classroom Assessment
Summative Assessments
Measure what students have learned from a unit, course, or
program
Conducted at the end of a course or program, or after
completing a specific section of a course (as classroom
assessment)
Examples: Exams, writing assignments, portfolios, last column
of KWL chart
Forms of Classroom Assessment
Summative assessments are comprehensive evaluations
Measure student knowledge, skills, and abilities after instruction
Given at the end of a unit, course, or program to determine whether
learning outcomes have been met
At a minimum, should be designed to specifically address unit,
course, or program learning outcomes
Today’s Focus:
Summative Assessment
Adapted from: http://www.learnnc.org/lp/pages/
We usually think of summative assessments as exams, final papers, etc.
Drafts or practices leading up to summative assessments can often be used
as formative assessment techniques
Summative assessments can be used to inform changes to the syllabus
or your teaching plans for the following semester
Summative assessments are generally Assessments of Learning.
What types of assessments are Assessments for Learning?
Today’s Focus:
Summative Assessment
Summative Assessment Examples
Essay/Written Products
Time
commitment
Before Varies
During Medium‐High
After Medium‐High
Benefits
- Can provide information about your students’ higher‐level
cognitive processes in relation to the subject matter
- Good for assessing written communication skills
Drawbacks
- Time consuming to complete and assess
- Assessment can be subjective—use well‐constructed rubric
to increase reliability
Types of Essays/Written Products*
General Benefits General Drawbacks
Term Paper^
- Can assess many levels of cognition
- Give students practice with written communication, information literacy, and research standards in a discipline‐appropriate setting - Time‐consuming to complete and assess - Use as only summative assessment can hinder the learning process
Journal
- Can provide information about the learning process, how students make connections, answers to specific questions, etc.
- Allows students to give final thoughts about a course or the course materials - As a summative assessment tool, there is less opportunity to respond to students’ entries - Writing standards vary from instructor to instructor
Discipline‐
Appropriate
Writing^
(story or poem, business report, article, art review)
- Allows for practice and assessment of written form specific to your discipline
- Can assess many levels of cognition
- Time‐consuming to complete and assess
- Use as only summative assessment can hinder the learning process
Process
explanations/
descriptions^
- Allows for assessment of specific standardized processes (health careers, programming)
- Can assess across many levels of cognition - Can be especially subjective in some disciplines (when the process itself is not standardized)
* Use Rubrics!
^ For what type of assessment can we use the drafts of a these written products?
Summative Assessment Examples
Portfolios
Time
commitment
Before High
During High
After Medium‐High
Benefits
- Provide students with a learning artifact that they can use for
applications, on the job market, etc.
- Can provide information about your students’ higher‐level
cognitive processes in relation to the subject matter
- Good for assessing discipline‐appropriate communication skills
Drawbacks
- Time consuming to complete and assess—use throughout
program or in capstone course
- Assessment can be subjective—use well‐constructed rubric to
increase reliability
Types of Portfolios*
(Types are not mutually exclusive)
General Benefits General Drawbacks
Cumulative
- Allows students to accumulate artifacts over time
- Instructors can see progress over time - Students need to ensure they are logging their artifacts throughout the program - May create difficulties for students transferring into the program
Outcomes‐Based
- Ensures students are meeting course or program learning outcomes
- Involves students in the outcomes assessment process - Instructor(s) must ensure coursework is appropriately aligned with outcomes before beginning - Adjustments in outcomes must be communicated to students
Learning/
Reflective
- Artifacts and reflection are used to enhance future learning
- Involves students in the outcomes assessment process
- Instructors and students can see progress over time - Need to ensure time for appropriate reflection as well as mentoring in order to improve future results
Professional
(product design artifacts, recital videos, research, relevant coursework, clinical experiences, etc.)
- Can include a variety of elements appropriate to the student’s intended professional path
- Helps students develop job search skills - Certain artifacts may not be appropriate for a professional portfolio - Not appropriate in all disciplines
Alone or in small groups:
Begin to develop a plan for using new summative
assessment techniques in a course.
**** What if you can’t change the summative
assessments in your class(es)?
Be ready to discuss your preliminary plan with the
large group:
Briefly, what is your preliminary summative
assessment plan?
What benefits and challenges do you foresee?
Your Turn!
Discussion
Briefly, what is your preliminary summative assessment
plan?
What benefits and challenges do you foresee?
[Ask the large group for any feedback you think will help
you complete the planning and implementation of your
plan.]
Your Turn!
Assignment
1. In today’s session, you developed (or began to develop)
a plan for using new summative assessment techniques
in one of your courses. Please describe this plan in 1 ‐ 2
paragraphs.
2. After you have applied the plan in your course, please
describe your experiences in 1 ‐ 3 paragraphs. What did
you learn about your students? Did you encounter any
challenges when implementing your plan, and if so, what
would you change about this assessment in the future?
Your Turn!
Faon Grandinetti
Manager of Outcomes
Assessment
Ext. 6356
Contact
