Module 4: Assessment: Formative and Summative PowerPoint

           I have recently become more familiar with the definitions and purposes of formative and summative assessments through my readings in the class. I found it interesting when Green (1999) explained assessment as time when someone sits with the learner to do something “with” and “for” students rather than “to” the students. However, it takes a balance of formative and summative assessments to effectively measure student progress. Formative assessments tend to be informal and according to this PowerPoint they have the greatest impact on learning and achievement. One element of formative assessments is the conversations between teachers and students that build and go deeper. This element is something I see more of after implementing math workshop at my school and now with the implementation of the CCGPS as well.

            Summative assessments are the more traditional form of evaluating students. I liked the “Garden Analogy” of summative and formative assessments and I see a need for both in the classroom. The “Factors Inhibiting Assessment” also caught my attention. While summative assessments can be valuable to both teachers and students the attention should be on providing advice for improvement and not merely on grading and marking. I prefer to go over summative assessments with students if I see an area of concern after grading the test. I feel that this is the only way they can benefit from the “grading.” I also encourage parents to go over these assessments at home and review questions that were missed as well as practice other questions similar to the ones missed. This gives students an opportunity to learn from their mistakes. This PowerPoint provided helpful information regarding formative and summative assessment and was a good refresher/reference for the future.