Summative Assessment

The following are examples of summative assessment, assessments that take place at the end of a unit, or learning period, to determine and evaluate student understanding of content as well as help make future instructional decisions.

Selected Response: Students are provided with options to choose from in either multiple choice of binary-choice and matching. This form allows educators to obtain a broader idea of the students knowledge and it can be used in lower level language. When creating a selected response assessment, it is crucial to keep the following information in mind.

  • Multiple choice: Options should be as similar as possible
  • Binary-choice and matching: Avoid negative statements and clues

Constructed response: Compiled of three types (completion items, short answer, and essay items), these consist of students constructing their own answers. This type of assessment is beneficial as it is easy to construct, has objective scoring, and is a great measure for knowledge. When creating a constructed response assessment, it is crucial to keep the following information in mind.

  • Completion items: Calls for one answer at the end of a sentence. Wording is incredibly important, careful with grammar as question easily can be misleading.
  • Short answer: Students supply an answer consisting of one word, a few words, or a sentence or two. Questions must be clear and written in a way that answers are brief.
  • Essay items: Tap complex thinking by requiring students to organize and integrate information, interpret information, give explanations, evaluate the merit of ideas, and conduct other types of reasoning. Do not use questions verbatim from a textbook. Grading should be consistent and utilize a rubric.

Performance Assessment: Teacher observes and makes a judgment about students demonstrations of a skill or competency in creating a product, constructing a response, or making a presentation. Involves two parts: task and rubric. This style is beneficial as students are better prepared for thinking and performance once out of school, students who traditionally do not perform well on tests have an opportunity to showcase their knowledge in a different way, and rubrics are utilized to score.

When creating a performance assessment, teachers should provide feedback and prompts as well as identify multiple specific criteria for judging success.

Portfolios: Purposeful and systematic process of collecting and evaluating students products to document progress. This style of assessment is beneficial as it shows evidence a learning target is achieved, students are able to self-evaluate and self-reflect, process implements art and promotes creativity, and is flexible across all content areas. The process is comprised of three steps:

  1. Evaluation
  2. Collaboration
  3. Teacher interaction
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