Module Four: "Assessment: Formative and Summative, Practices for the Classroom"

Powerpoint Summary: “Assessment: Formative & Summative, Practices for the Classroom”

            The beginning of this presentation immediately caught my attention. When Green, 1999 discussed that assessment is something we do with our students and not to our students, I immediately thought of the differences between formative and summative assessments. I always feel as though formative assessments are when we are sitting with the child, one-on-one, and working with them on the problem. However, summative assessments to me are always actual “tests” where the student works alone and does not receive much teacher support. Why is that? I think the rest of this presentation will explain just that.

            The presentation continued on to explain that assessment is for learning. “Formative and for” seem very similar to me. It is proven that formative assessments are the most beneficial type of learning for students. Therefore, why do we not implement this type of assessment more often in our classrooms? The presentation continued on to explain that summative assessments are assessments of learning. Identifying that yes, these assessments do determine if a student has learned a concept, but what benefit do these assessments provide for the students? I think as teachers we need to be cautious about making sure that our assessments, homework assignments, or grading are all beneficial for the student because that is what is most important.

            I found the garden analogy to be very interesting. It is a direct visual of whether or not our assessments are benefitting the students in a positive manner that provides growth and the opportunity to bloom. I also found the self-evaluation continuum very eye opening. Overall, I found this presentation very interesting and beneficial. I think now I will become much more conscious about how I assess my students.