Center for Advanced Research on Language Acquisition (CARLA) Why Assess? Formative and Summative ‘Assossmonts can bo categorized as other formative or summative in terms of purpose. Formative assessments are assessments FOR learning. They indicate to both students and teachers how ‘yell the lesson objectvels) ave been met. Formative assessments take on many forms and are used Continuously throughout a class period. Used efectivoy,vney allow leachers to adjust instruction as heeded fo improve learn ng. Sludenls can also use formative assessments lo make decisions about their ‘own needs for further sludy and practice to improve the performance Examples of formative assessments: + Standard classroom practices to quickly checkif students understand an explanation, example, Instructions, ete= ‘Thumbs up/ Thumbs down Stucents signal with thumbs up f they understand, and thumos ‘down i they don’ understand. «Red, yellow, green cards Students have a red a yellow, a green card on their desk Green is "Go" lo incicate thal the student understands the lesson, Yellow is “Caution” to indicate thatthe student needs more practice and/or futher explanation. Red is “Stop to indicate thatthe student doesn't understand the lesson, Students can select the card that describes their current understancing at any point during the lesson, without waiting forthe teacher to ask. ‘Ths strategy is partievlary helpful in monitoring individual par and group work + Visual representations to demonstrate understanding ef a concept, reladonships, story, ete: '> Graphic organizers: The CARLA website has several templates of graphic organizers with suggestions of how to use them effectively:llps/caria umn ecu /eoballt/modules/straleies/gorganizers/EDITABLEMTML ‘Storyboards: sample storyboard templates fo free download are avalable at itps/wwurutemplate nst/business/free-ttoryboarltemplatee/ + Technology to assist in checking what students know and understand «© Kahoot hltos /setkahootcom + Summary earning checks atthe end of class verify thatthe lesson objectives have boon met 3-241 Students write down three things they learned. two things that they found interesting, fone question they stil ave ' Tickat out Students respond to a queston or gve an example of something thoy loaned. during class ona ticket" (small plece of paper. They hand ther lickel to the teacher as they leave, ‘© Tumand talk Students work in pars to explain or give examples of what they learned during class. Resources Boston, C. (20021. The concepl of formative assessment Practical Assessment, Research & Evaluation. A) Available online athito//PAREon\ine ret/getunaso?v-880-9 Brookhart. $M. (2013), How to create and use Rubrics for formative assessment and gracing. Alexandra. VB SCD. Fisher D.& Frey N. (20141, Checking for understanding: Formative assessment techniques for your ‘classroom Second tion Alexandria, VA. ASCO. Moss, CM. & Brockharl, SM. (2009). Advancing formative assessment in every classroom: A guide for instructional eaters Alexandria, VA ASCD. ‘Summative assessments are assessments OF earning, They indicate how wall the student has achieved the multiple goals ofa unit of instruction the course goals a tne end a grading perioc. nthe case of standaros-based performance assessments ofthe three modes of communication. isnot necessary. and many times not appropriate, to assess all the unit goals onthe last cay of tre unt. For example, _assossment ofthe Interprotive made may take place after students nave completed their investigation of topic. The Presentational made assossmont may take place near tho ond ofthe unit to reflect the polishect performance, The Interpersonal mode assessment might be at the very end of the unt of instruction as a Summary discussion of wnal was leamed during the uni. Uitimalely the instructor strives to seamlessly intograte assessments with instructon.Examples of summative assessments: Inicgrated performance assessments, dlstrict bencamar assesements,fral projects Resources Ase-Haick, , Glisan, EW, Troyan, F203). implementing integrated performance assessment ‘Aloxanctia, VA ACTFL, Sandrock, P.(2010) The keys to assessing language performance: teacher's manual for measuring student progress. Alexandra, VA: ACT “Tomlinson. CA, & Moon, TR. (2013. Assessment and Stucont Success in a Diferentated Classsroom A ‘Alexancina, VB: ASCO. : Fi ly]