1. CLASSROOM
ASSESSMENT
Assessment for 21st Century Learning

2. Types of Assessment
Formative
Summative
• Occurs during instruction
• Occurs after instruction
• Not graded
• Graded
• Designed to provide
• Designed to provide
information needed to
adjust teaching and
learning while they are
still occurring
• Assessment FOR
Learning
information about the
amount of learning that
has occurred at a
particular point
• Assessment OF Learning

3. Formative
• On-going (usually daily)
• Multiple opportunities to reach the criteria
• Allows for practice and improvement
• Formative assessments point out areas of incomplete
learning to students and teachers
• Formative assessments give teachers time to adapt their
instruction
• Can be informal (observations, verbal interactions) or
formal (work samples, paper and pencil tasks)

4. Summative
• Formal (rubric or scoring sheet)
• Meaningful descriptive feedback is important
• Provide a means of determining what has been learned of
•
•
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the purposes of reporting
Does not provide an opportunity to correct or improve
performance
Provide numbers for statistical review of achievement
Must be reliable and valid
Examples: State assessments, interim assessments, end
of unit assessments,

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Which of the following is an example of
a formative assessment?
1. End-of-chapter
test
2. The ACT
3. The graduation
exam
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4. Ungraded daily
assessments

6. Exit Slips are written responses to questions
the teacher poses at the end of a lesson or a
class to assess student understanding of key
concepts. This is an example of a summative
assessment.
1. True
2. False
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7. Types of Summative Assessments
Norm-Referenced Tests
Criterion-Referenced Test
• Made to compare test
• Intended to measure how
takers to each other.
• Most appropriate when
one wishes to make
comparisons across large
numbers of students or
important decisions
regarding student
placement and
advancement.
well a person has learned
a specific body of
knowledge and skills
• Most appropriate for
quickly assessing what
concepts and skills
students have learned
from a segment of
instruction.

8. Norm-Referenced Tests
• determine individual performance in comparison to others;
standardized, comparisons among people
• it is inappropriate to use NRTs to determine the
effectiveness of educational programs and to provide
diagnostic information for individual students
• items cover a broad range of content and often represent
a mismatch between what is taught locally and what is
taught in other states

9. Criterion-Referenced Tests
• determine individual performance in comparison to some
standard or criterion
• items based on standards given to students (i.e.,
objectives); most students should answer correctly

10. The SAT, a college entrance exam, compares individual student
performance to the performance of a sample of students. The
SAT is what type of test?
1. Norm-Referenced
2. Criterion-
Referenced
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11. The goal of the driving test is to see whether the test taker is
skilled enough to be granted a driver's license, not to see whether
one test taker is more skilled than another test taker. This type of
test is called what?
1. Norm-Referenced
2. Criterion-
Referenced
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12. Concerns with Summative Assessment
Reliability
• The consistency of the
test as a measurement
• Same results, time
and again
Validity
• How well a test
measures what it says
it measures

13. Reliability
• Another way to think of reliability is to imagine a kitchen
scale. If you weigh five pounds of potatoes in the morning,
and the scale is reliable, the same scale should register
five pounds for the potatoes an hour later.
• Likewise, instruments such as classroom tests and
national standardized exams should be reliable – it should
not make any difference whether a student takes the
assessment in the morning or afternoon; one day or the
next.

14. A test designed to assess student learning in math class
is given to a group of students twice, with the second
administration coming a week after the first. The test
would be considered reliable if …
1. Students scored
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higher on the first
exam than the second.
2. Students scored the
same on both exams.
3. Students scored
higher on the second
exam than the first.

15. Validity
• Refers to the accuracy of an assessment -- whether or not
it measures what it is supposed to measure.
• Even if a test is reliable, it may not provide a valid
measure.

16. Validity
• Let’s imagine a bathroom scale that consistently tells you
that you weigh 130 pounds. The reliability (consistency) of
this scale is very good, but it is not accurate (valid)
because you actually weigh 145 pounds (perhaps you reset the scale in a weak moment)!
• Since teachers, parents, and school districts make
decisions about students based on assessments (such as
grades, promotions, and graduation), the validity inferred
from the assessments is essential -- even more crucial
than the reliability.

17. A history teacher designs a unit assessment. The
questions are written with complicated wording and
phrasing. Which of the following is true?
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This test is NOT valid, because
the test could be one of reading
comprehension rather than
history.
This test is NOT reliable, because
students will do poorly due to the
complicated wording.
This test is valid, because the
students should be able to
comprehend the question wording
regardless of its level.
This test is reliable, because all
students will do poorly, regardless
of their knowledge of history.
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1.

18. Evaluation of Summative Assessments
Mean
Definition:
Applicability:
Limitations
Median
the middle number
arithmetic average of a
when the set is sorted
set of numbers
in numerical order.
The mean is used
for normal
distributions.
The median is
generally used for
skewed distributions.
largely influenced by
outliers
better suited for
skewed distributions

19. Data Distribution
• Normal Distribution
• mean = median = mode
• Symmetry about the center
• 50% of values less than the mean and 50% greater than the mean
• Bell curve

20. Data Distribution
• Negative Skew
• The long "tail" is on the
negative side of the
peak.
• skewed to the left
• Positive skew
• the long tail is on the
positive side of the
peak
• skewed to the right

21. Other Evaluations of Summative
Assessments
• Standard Deviation
• Square root of variance in scores (how the scores are arranged
around the average score)
• High SD means more space between scores, low SD means
clustered scores

22. Which graph has a higher standard
deviation?
1. Red
2. Blue

23. Other Evaluations of Summative
Assessments
• Percentile
• The value below which a certain percent of values fall

24. A student scored in 74% on her ACT
exam. Which of the following is true?
1. She answered 74% of
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the test questions
correctly.
2. Her ACT score was
equal to or better than
74% of students
taking the ACT exam
3. She got a C on her
ACT exam.

25. What it all means…
• Is the assessment measuring what we want it to?
• What are the instructional decisions to be made based on
this assessment information?
• How will those changes be made?

26. The use of clickers in this presentation is a
form of what kind of assessment?
1. Summative
2. Formative
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