Summative and Formative Assessment
Assessment doesn't just happen after a course, module or unit. It can (and should) happen before learning, during learning, and after learning. There are two types of assessment often used: formative and summative.
Summative assessments tend to be graded and administered after instruction to evaluate student learning. Examples include midterm exams and final exams.
Formative assessments, on the other hand, are delivered during the process of instruction. They are often not graded and are designed to give the instructor and students feedback on how well students have acquired specific knowledge or skills. Examples include in-class discussions, homework assignments, weekly quizzes.
Canvas Quizzes
Quizzes is a tool used to deliver graded quizzes, practice quizzes, or surveys on course material. Multiple choice and short answer tests are useful for assessing students’ abilities to recognize and recall content.
Video: Canvas Quiz Options to Curb Academic Impropriety (Duration = 7:03)
Securing Your Canvas Quizzes
- Do not allow students to see their quiz responses at all, until you release them at a later date and time. This is more secure than the other option that Canvas allows, which is to "see their quiz responses only once after each attempt". Please let your students know that they will be able to see their answers at a later time to avoid confusion.
- Specify a time limit. Keep in mind students who need accommodations due to an identified disability.
- Shuffle answers on the exam. When used in conjunction with question groups, every student in the course will not only receive a unique set of questions, but their answers will also be in a different order (for multiple choice and multiple answer questions).
- Use Question Groups (question banks). Creating question groups by unit, chapter, or question type (multiple choice, short answer, essay, etc.) allows for an increased randomization for questions on the exam.
Other Assessment Options
There are other ways to assess a student's learning than two high-stakes assessments per semester (typically a midterm and a final):
Video: Alternative Assessments (Duration = 11:23)
Authentic Assessment
The following information was adapted from Authentic Assessment by Indiana University Bloomington.
"An authentic assessment evaluates if the student can successfully transfer the knowledge and skills gained in the classroom to various contexts, scenarios, and situations beyond the classroom". With authentic assessment we are no longer talking about snapshots of student learning but rather, we’re talking about the application of knowledge, which is difficult to cheat on. In addition, if the authentic tasks are personally relevant to the student, it will be more motivating for them to complete the tasks.
Examples of authentic assessments include portfolios, lab reports, case study analysis, research proposals, etc.
Traditional Exams vs. Authentic Tasks
The table below, drawn from Wiggins, illustrates the differences between typical tests and authentic assessments.
Traditional Exams
Authentic Tasks
Require correct responses
Correctness is not the only criterion and students are required to perform tasks
Are not tied to real-world contexts and constraints
Apply knowledge in real-world situations
Isolate skills and specific knowledge
Use multiple skills in tasks
Are graded easily
Are not graded easily. May not have correct answer and involve complex tasks.
Assess low level thinking levels: recall information
Assess high level thinking skills: apply, analyze, evaluate
Provide indirect evidence of learning
Provide direct evidence of learning
Provide a snapshot of student learning
Provide a more comprehensive insight to what the students know and how they can apply what they know
Frequent, Low-Stakes Assessments
Exams are snapshots of student learning journey, whereas frequent low-stakes assessments are more reflective of a student’s entire learning journey and skill mastery.
The difference between low-stakes and high-stakes assessment is not the format in which each administered, but rather how the results are used. Low-stakes assessments are generally used to provide feedback on how well the student has learned the material, and have little or no impact on the student’s grade, while high-stakes assessments are a very important part of the student’s grade.
One way we can help our students move towards having intrinsic motivation is by moving away from assessment that comprises more than 50% of the grade in “one shot” and instead moving toward frequent, low-stakes assessments.
By changing the grade distribution, we can begin eliminating some of the reasons to cheat. But we can also take it further by changing how we assess students by moving towards more authentic assessment which is more personalized and personally relevant to the student, thereby increasing intrinsic motivation.
Low-stakes vs. High-stakes Assessment
Low-stakes
High-stakes
Provide feedback on how well the student has learned the material
Little or no impact on the student's grade
Very important part of the student's grade
Entire learning journey
Snapshot
Open-book, Open-source Assessment Resources
Unlike traditional closed exams, an open book assessment allows students to refer to class notes, textbooks, or other materials while taking the exam. Open book exams require students to apply or analyze information rather than just memorizing information.
Tips for open-book exams:
- Draw specifically on course content/lectures
- Set time limits
- Make the question tough
- Communicate expectations
- Secure your Canvas quizzes
All these points and more are explained in this article.
Supplemental Resources
Authentic Assessments
-
Authentic Assessment. NJIT's site houses information on what Authentic Assessment is, why you should consider using it, as well as some benefits and challenges that come along with using it.
-
Authentic Assessment Toolbox. Jon Mueller's Authentic Assessment Toolbar is widely cited in the literature. If you're looking to take a deep-dive into authentic assessment, then this is the site for you.
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Authentic Assessment in the Online Classroom. Wiley Education Services
Frequent, Low-Stakes Assessments
References
- Authentic Assessment. (n.d.). Center for Innovative Teaching and Learning. https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html
- Concrete Strategies for Frequent, Low-Stakes Assessments/Practice. (n.d.). Carnegie Mellon University. https://www.cmu.edu/teaching/online/designteach/strategies/lowstakespractice.html
- Teaching resources. (n.d.). The University of Newcastle, Australia. https://www.newcastle.edu.au/current-staff/teaching-and-research/teaching-resources/centre-for-teaching-and-learning/ctl-resources
- Wiggins, G. (1998). Ensuring authentic performance. Chapter 2 in Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, pp. 21 – 42.
Content created by
Valerie Dumova and Wei Li, Office of Learning Technology
Jeniffer Obando, WebCampus
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