As A Teacher, You Need To Have Solid Knowledge Of Formative

As A Teacher You Need To Have Solid Knowledge Of Formative And Summat

As a teacher, you need to have solid knowledge of formative and summative assessment and how each can help you ensure students are mastering key contents and skills. You also need to be able to take the information gleaned from assessments and make decisions that support the learning of all your students. This week, you will build on your previous assignment from last week and integrate the knowledge from your research and the readings. Watch the following videos: Rick Wormeli: Formative and Summative Assessment, and TEDxSoCal – Dr. Brian Stecher – Cultivating Thriving Schools. Both videos examine the role of accountability and how they can and do impact our work in schools. Brian Stecher specifically discusses three indicators that drive everything that happens in schools, while Rick Wormeli outlines how different types of knowledge are assessed.

In this assignment, please address the following topics and questions: Analyze the roles of assessment and evaluation in school improvement and in measuring educational quality. Examine and explain your perspectives on the roles and trends related to assessment in education. Evaluate the value of both types of assessment and, specifically, the role you see assessment playing in your classroom. Evaluate the roles of both formative and summative assessment in the classroom. How does each form of assessment support learning? In what ways can the teacher use the data from assessments to influence learning in the classroom? Review your work from your Week Four Assignment and provide specific details of what you see as the next step in developing an assessment for the Common Core State Standard. Please support your claims and assertions with the literature, using the course textbook, the videos, and resources for this week, as well as at least one other peer-reviewed article from the Ashford University Library. You must have three to five references total and use in-text citations throughout your paper. Please format your assignment, citations, and references in APA style. This assignment should be four to five pages in length, in addition to title and reference pages. Be sure to also save a copy of your assignment for your Final Project and for future professional development. Download and use the template: Assessment Matters To Instruction Grading Rubric.

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Assessment plays a pivotal role in school improvement and in assessing educational quality. It serves as a fundamental feedback mechanism that informs educators about student learning, instructional effectiveness, and overall school performance. As noted by Stiggins (2005), assessment functions both as a diagnostic tool to identify student needs and as a benchmark to measure progress over time. In the context of school improvement, assessments help educators make data-driven decisions that facilitate targeted interventions, curriculum adjustments, and instructional strategies aimed at elevating student achievement. Effective assessment practices foster a culture of continuous improvement by providing vivid insights into what works and what requires modification (Black & Wiliam, 1998). Furthermore, assessment results can influence policies, allocate resources efficiently, and promote accountability among educators and administrators, thus directly impacting educational quality (McMillan, 2010).

From a personal perspective, assessment in education should prioritize fairness, validity, and meaningfulness. Trends in assessment reflect a shift towards more authentic, formative methods that engage students actively in their learning process. The movement away from rote memorization towards performance-based tasks underscores the importance of assessing higher-order thinking skills (Popham, 2017). This evolution aligns with contemporary educational goals of fostering critical thinking, creativity, and lifelong learning skills. Additionally, formative assessment continues to gain prominence as an essential tool for guiding instruction, while summative assessment remains valuable for certifying mastery at certain points in the learning process (Heritage, 2010). Overall, assessment trends gravitate toward a balanced approach that combines formative and summative methods to support diverse learner needs and promote genuine understanding.

Both types of assessment are valuable in the classroom, serving different but complementary purposes. Formative assessment is an ongoing process that provides real-time feedback to both students and teachers, enabling immediate instructional adjustments. For example, questioning techniques, peer assessments, and exit tickets help teachers gauge understanding and address misconceptions promptly (Black & Wiliam, 1998). This continuous feedback fosters a growth mindset and promotes a more personalized learning experience, supporting mastery of content and skills. Summative assessment, by contrast, evaluates cumulative student learning at the end of a unit, course, or program (Popham, 2017). These assessments, such as final exams or standardized tests, determine whether students have achieved predetermined standards. While summative assessments are essential for accountability and reporting, they are less effective for guiding daily instruction. Nonetheless, when used in conjunction, formative assessments inform instruction in real-time, while summative assessments confirm overall understanding and achievement (Heritage, 2010).

The data obtained from assessments can profoundly influence classroom learning. Teachers can analyze assessment results to identify patterns of misunderstanding, adjust instruction, provide targeted remediation, and differentiate learning experiences for diverse learners (Black & Wiliam, 1998). For instance, if formative assessments reveal that students struggle with a particular concept, teachers can revisit that topic using alternative teaching strategies or scaffolding techniques. Conversely, summative assessment data can inform curriculum revisions and shape instructional priorities for subsequent cohorts. Additionally, assessment data can be communicated to students, empowering them to take ownership of their learning and set meaningful goals (McMillan, 2010). Effective data use requires teachers to not only interpret results accurately but also to communicate insights constructively, promoting a supportive environment where assessment results serve as catalysts for growth rather than punitive measures.

Reflecting on my Week Four Assignment, the next step involves developing a comprehensive assessment aligned with the Common Core State Standard. For example, if the target standard involves understanding mathematical fractions, the assessment must encompass various formats—performance tasks, written responses, and practical applications—that gauge conceptual understanding, procedural skills, and real-world relevance. To advance this, I plan to incorporate rubrics that clearly define success criteria, employ formative checkpoints throughout the process, and utilize student self-assessments to foster metacognition. This iterative approach ensures that the assessment not only measures mastery but also promotes ongoing learning and reflection. Additionally, technology tools such as interactive quizzes or digital portfolios can enhance engagement and provide diverse means for students to demonstrate their understanding (Popham, 2017). Ultimately, the goal is to craft an assessment that genuinely captures student learning, informs instruction, and aligns with the standards’ rigor and expectations.

References

• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. , 80(2), 139-148.
• Heritage, M. (2010). Center for Assessment.
• McMillan, J. H. (2010). Pearson Education.
• Popham, W. J. (2017). Pearson Education.
• Stiggins, R. (2005). From formative assessment to assessment FOR learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.