Summative Assessment

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来自 Arizona State University 的课程

Assessing Achievement with the ELL in Mind

66 个评分

Arizona State University

Assessing Achievement with the ELL in Mind

66 个评分

课程 2（共 4 门，Specialization ELL（英语语言学习者）的课堂教学：授课教师的工具箱系列）

In this course, you will learn how to design assessments around the needs of your ELL students and their language level. You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments. You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives. The course will also briefly cover strategies for supporting ELL students during standardized testing. Upon completing this course, you will be able to: * Conceptualize theories of authentic assessment as they apply to second language learners * Design formative assessment types incorporating language and content objectives * Design summative assessment types incorporating language and content objectives * Incorporate project and task-based assignments as assessment tools for ELLs * Design rubrics that align to language and content objectives for your ELL(s) * Apply the use of rubrics, both language and content, to the work of your ELL(s). * Support your ELL(s) as they participate in standardized testing

从本节课中

Formative and Summative Assessment with the ELL in Mind

Welcome to week 2 of the course! The lessons this week focus a bit more specifically on the different types of assessment and how they uniquely impact our ELLs. We hope that you find some helpful strategies in the lessons provided. By the end of this module, you will be able to: identify purposes of formative and summative assessment types, employ a variety of formative assessments in the content classroom while keeping in mind ELL language acquisition, design plenary activities within the lesson plan as a means of formative assessment design summative assessments in the content classroom while keeping in mind ELL language acquisition, use “can-do” statements as a means of describing assessment criteria for language and content objectives. Let's get started!

Formative Assessment4:20

Summative Assessment3:56

与讲师见面

Claire McLaughlin
Senior International Educator
Arizona State University
Ellen Manos
Senior International Educator
Arizona State University

[MUSIC]

>> Hi, and welcome back to Assessing Achievement with the ELL in Mind.

In this video, we're going to give you a brief overview of summative assessment,

and its place within a content classroom, especially with our ELLs in mind.

First, what is summative assessment?

Summative assessment is the assessment of learning.

In other words, what has the student learned by the end of the unit,

the end of a course, or the end of a grade level.

It is really a review of learning as compared to a standard.

This includes content standards and national standards.

In other words, in some way, the student's learning is measured to a set bar.

Summative assessment measures what students have learned over a set period

of time.

This type of assessment can be teacher created, but

it is often created by others, especially standardized tests.

Often we see assessments at a grade and

content level that are created by districts so

that there are some comparative results among teachers and students.

Summative assessment is supported by outcomes of formative assessment.

So, often, the students participate in a variety of formative assessments

that mirror some kind of task they have to complete on the summative assessment

in preparation for it.

Why is summative assessment important for ELLs in the content classroom?

First and foremost,

summative assessment can provide a diagnostic assessment of the student.

Often times ELLs are asked to complete a language exam prior to

entering content classrooms.

This will give the content teacher a basis for the student's language abilities.

Next, summative assessment provides information to a third party.

This could be the administration team, the school office, the district office, or it

could simply be another teacher that the student has in a different content area.

Often summative assessment results are including in a student's transcripts or

permanent file.

For ELLs summative assessment is important because it gives them a basis for

inclusion.

Often educational opportunities related to college, scholarships or

federal monies, are tied to assessment results.

Through participation in these assessments,

ELLs are provided those same opportunities.

Summative assessment measures the language and

the content knowledge mastered, and gives teachers an opportunity to

snapshot the ELL's best work within the content area.

There are many different types of summative assessment.

The first and most major type is standardized tests,

these fall under the realm of summative assessment.

As they are measured to a standard or a bar that the students are expected to

meet, after completing a certain grade or content area.

Other types of summative assessment could be a test, multiple choice or

short answer, for example, it could be a written or oral presentation,

or it could be a performance task.

In the case of these last three examples, the summative assessment would come at

the end of a unit or a lesson and is often teacher created.

All students would be held to, and graded on, a common standard or rubric.

Though their purposes are different, formative and summative assessment play

complementary and special roles within the content classroom,

especially with the ELL in mind.

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