Summative assessments are assessments of student progress and achievement after a course of study is completed. These assessments of learning are done after a set period of instruction and are a way to measure student understanding of content, concepts, or standards. Summative assessments are frequently associated with standardized tests such as the PSSAs or Terra Nova tests but they can also be used in classrooms or schools to determine student learning in individual classrooms.
1. The Pennsylvania System of School Assessment, better known as the PSSA are required standardized tests administered to students in the state of Pennsylvania. The PSSA are criterion referenced standards-based assessments and are designed to measure student proficiency in the academic standards in the following subjects: mathematics, reading and science. These exams are held on fixed dates each spring. The tests are taken by students in grades 3- 8 and 11. An alternative exam, PASA is required for special education students. These are high stakes examinations with serious consequence for students and districts alike. The scores are used to report data required under the No Child Left Behind Act. Students are determined to be proficient, advanced, basic or below basic by the scores they receive. The scores can be used to help identify students with weaknesses in certain areas so that intervention and remediation can occur. Scores are used to give a picture of achievement at the district level and can provide information for individual schools and districts to make necessary adjustments in curriculum and instruction. More information can be found at the PA Department of Education Site http://www.portal.state.pa.us/portal/server.pt/community/pennsylvania_system_of_school_assessment_(pssa)/8757/resource_materials/507610
2.Keystone Exams. The Keystone Exams are a newly developed system of examinations designed by the State of Pennsylvania as part of the new set of requirements for high school graduation. The Keystone Exams are assessments to determine the proficiency of Pennsylvania students in the areas of Algebra I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics and Government after the course of study is completed. These tests have been designed to be administered online or in paper format. Students will be expected to score proficient in all areas of study in order to receive their diploma. All other requirements for graduation must also be met for students to be awarded a diploma. As of this time full implementation of the Keystone Exams is not scheduled. More information on the Key stone Exams can be found at http://static.pdesas.org/Content/Documents/Keystone_Exam_Program_Overview.pdf
3. Advanced Placement Examinations These standardized examinations are taken by students completing an Advanced Placement course at the high school level. The College Board develops courses and test for 31 different academic disciplines. The exams are developed by the College Board, the multiple choice questions are graded by computer and the essays are graded by hired educators trained to grade according to College Board grading rubrics. These tests are designed to test students’ ability to perform at the university level. Each test includes multiple choice questions and a free response essay section. Some tests require additional sections such as performance for music or speaking and listening for foreign languages. Students who score well may receive college credit for their work. The site for the College Board AP Tests and Courses is : http://www.collegeboard.com/student/testing/ap/subjects.html
4.Final exams. These are non standardized examinations taken by students after completing a full course in any particular subject. Final exams usually attempt to assess students' knowledge of topics covered in class over the course of study. These tests can be administered electronically or written by hand. Final exams usually include a variety of question types including matching, multiple choice, fill in the blank, true or false and short or long essay. These exams may be created by textbook companies or created individually or collaboratively by teachers. Final exams if designed well can truly reflect content covered in instruction and provide relevant information about students’ achievement. However, final exams may focus more on surface learning and may have questionable validity and reliability.
5.Portfolios A portfolio is a collection of student work collected over a period of time to show a student’s progress, acquisition of skills, and understanding of concepts. Portfolios can vary in content and form but they are an authentic way to document student growth. Teachers are able to match content and assignments with student learning goals. More authentic information is gathered from a wide variety of sources using varying methods and acquired over a period of time. Portfolios offer a more learner-centered way to gather information on student learning and achievement. This is one area of assessment where students can play an integral role in assessment by helping to select items for inclusion. Students are able to examine their work and reflect on their achievements and progress. Portfolios can be assembled in traditional paper format or in a digital format as eportfolios. Links for information on portfolios as assessment tools : http://www2.ed.gov/pubs/OR/ConsumerGuides/classuse.html http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm http://www.teachervision.fen.com/assessment/teaching-methods/20153.html http://www.aaenfe.org/pdf/ulm/pg1-Portfolios-as-authentic-assessment-tools.pdf
6. Presentation or Research Project with Rubric. This is a common assignment which requires the student produce a written product that verifies the student acquired particular knowledge and skills or is a performance-based display of the skills and knowledge learned. Projects and presentations are usually graded according to rubrics which set criteria with varying levels of performance. Rubrics also serve a formative function to let students gauge their own performance and / or completion of required tasks. These types of assessments put the emphasis on active learning and promote deeper connection to the content standards.
Summative Assessments
Summative assessments are assessments of student progress and achievement after a course of study is completed. These assessments of learning are done after a set period of instruction and are a way to measure student understanding of content, concepts, or standards. Summative assessments are frequently associated with standardized tests such as the PSSAs or Terra Nova tests but they can also be used in classrooms or schools to determine student learning in individual classrooms.
1. The Pennsylvania System of School Assessment, better known as the PSSA are required standardized tests administered to students in the state of Pennsylvania. The PSSA are criterion referenced standards-based assessments and are designed to measure student proficiency in the academic standards in the following subjects: mathematics, reading and science. These exams are held on fixed dates each spring. The tests are taken by students in grades 3- 8 and 11. An alternative exam, PASA is required for special education students.
These are high stakes examinations with serious consequence for students and districts alike. The scores are used to report data required under the No Child Left Behind Act. Students are determined to be proficient, advanced, basic or below basic by the scores they receive. The scores can be used to help identify students with weaknesses in certain areas so that intervention and remediation can occur. Scores are used to give a picture of achievement at the district level and can provide information for individual schools and districts to make necessary adjustments in curriculum and instruction.
More information can be found at the PA Department of Education Site http://www.portal.state.pa.us/portal/server.pt/community/pennsylvania_system_of_school_assessment_(pssa)/8757/resource_materials/507610
2. Keystone Exams. The Keystone Exams are a newly developed system of examinations designed by the State of Pennsylvania as part of the new set of requirements for high school graduation. The Keystone Exams are assessments to determine the proficiency of Pennsylvania students in the areas of Algebra I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics and Government after the course of study is completed. These tests have been designed to be administered online or in paper format. Students will be expected to score proficient in all areas of study in order to receive their diploma. All other requirements for graduation must also be met for students to be awarded a diploma. As of this time full implementation of the Keystone Exams is not scheduled.
More information on the Key stone Exams can be found at http://static.pdesas.org/Content/Documents/Keystone_Exam_Program_Overview.pdf
3. Advanced Placement Examinations These standardized examinations are taken by students completing an Advanced Placement course at the high school level. The College Board develops courses and test for 31 different academic disciplines. The exams are developed by the College Board, the multiple choice questions are graded by computer and the essays are graded by hired educators trained to grade according to College Board grading rubrics. These tests are designed to test students’ ability to perform at the university level. Each test includes multiple choice questions and a free response essay section. Some tests require additional sections such as performance for music or speaking and listening for foreign languages. Students who score well may receive college credit for their work.
The site for the College Board AP Tests and Courses is :
http://www.collegeboard.com/student/testing/ap/subjects.html
4. Final exams. These are non standardized examinations taken by students after completing a full course in any particular subject. Final exams usually attempt to assess students' knowledge of topics covered in class over the course of study. These tests can be administered electronically or written by hand. Final exams usually include a variety of question types including matching, multiple choice, fill in the blank, true or false and short or long essay. These exams may be created by textbook companies or created individually or collaboratively by teachers. Final exams if designed well can truly reflect content covered in instruction and provide relevant information about students’ achievement. However, final exams may focus more on surface learning and may have questionable validity and reliability.
5.Portfolios A portfolio is a collection of student work collected over a period of time to show a student’s progress, acquisition of skills, and understanding of concepts. Portfolios can vary in content and form but they are an authentic way to document student growth. Teachers are able to match content and assignments with student learning goals. More authentic information is gathered from a wide variety of sources using varying methods and acquired over a period of time. Portfolios offer a more learner-centered way to gather information on student learning and achievement. This is one area of assessment where students can play an integral role in assessment by helping to select items for inclusion. Students are able to examine their work and reflect on their achievements and progress. Portfolios can be assembled in traditional paper format or in a digital format as eportfolios.
Links for information on portfolios as assessment tools :
http://www2.ed.gov/pubs/OR/ConsumerGuides/classuse.html
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
http://www.teachervision.fen.com/assessment/teaching-methods/20153.html
http://www.aaenfe.org/pdf/ulm/pg1-Portfolios-as-authentic-assessment-tools.pdf
6. Presentation or Research Project with Rubric. This is a common assignment which requires the student produce a written product that verifies the student acquired particular knowledge and skills or is a performance-based display of the skills and knowledge learned. Projects and presentations are usually graded according to rubrics which set criteria with varying levels of performance. Rubrics also serve a formative function to let students gauge their own performance and / or completion of required tasks. These types of assessments put the emphasis on active learning and promote deeper connection to the content standards.
Sites for information on designing rubrics include :
http://www.rubrics4teachers.com/
http://www.teach-nology.com/web_tools/rubrics/
http://rubistar.4teachers.org/