I kind of always knew, but had recently reaffirmed, that formative and summative assessments work well together...you know...like pb&j (sorry for the cliche). In all seriousness, that cliche is very applicable. Some teachers only eat peanut butter on their sandwich. If we apply that to assessments, we can say that teachers that only apply peanut butter to their instruction create a learning environment that is too sticky and suffocating for students, meaning they only use a series of summative assessments in their classroom. Teachers really need to add the jelly in order to balance out the stickiness so that students don't feel trapped, unable to move forward.
Let's back up a bit. What is the difference between formative and summative assessments? How teachers use the results from the assessments they give in class determines if the assessment they assigned is formative or summative (Chappius 15). Formative assessments are used to help prepare students for summative assessments; they are used during the instructional process to help all students build knowledge. According to Laura Greenstein, teachers should use formative assessments to adapt instruction, track student achievement, challenge appropriately, promote student improvement, and enable students to self-assess (16). Summative assessments, on the other hand, determine how much learning has occurred and whether or not a student has mastered the material; they help issue a student a grade for which the student will receive on the assignment. You can view summative assessments as an assessment of the learning (Chappius 15).
There is so much value in formative assessments, and they should not be left out of instruction. Formative assessments help convey to students that perfection is not always expected, and it specifically show students where their weaknesses lie so they can map out a plan of action for improvement. Probably the most important element of formative assessments is that it is student centered; they are mostly helpful for students (not just teachers) because students are tracking their progress and reflecting on it so that more learning can take place. If teachers did not build in formative assessments in their instruction, I'm not sure students would be granted the ability to self-reflect and goal set, and don't teachers want our students to do those things?
But what I would like to ask is, does the state of Pennsylvania and its schools use formative and summative assessments correctly? Many districts administer tests, such as benchmarks, to gather data and help students prepare for the Keystone exam, which they consider to be formative assessments. But are they really formative assessments? Are teachers being given the data right away to help drive instruction and help students to create individual goals for improvement? I'm sure some districts can answer yes, but certainly not all. For the districts that answer no, what is the point in administering such a test? Are they using it just to expose students to a test similar to the Keystone test? What is the benefit of that? Since the Keystone tests are not going away, teachers need to use those test prep tests formatively. Students need to see value in those assessments; they need to see that they account for something and really do have a part in their learning process.; they need to ultimately know that those tests are not a waste of their time. The power of correctly using formative assessments with test prep is in the district's hands, so it is up to them to help their teachers use the data from those tests to drive instruction and help our students succeed.
I'd like to applaud you for that amazing analogy of teachers who only use peanut butter on their sandwiches and need some jelly to "unstick" them. Haha, that's awesome! And so true! Jazz it up a little! Even if the FA has to be related to preparing for the Keystones, it can still give students that "reflection" time that you mention is so important. You're right--we can all do this!
ReplyDeleteIf they use the data to change instruction then I guess the Keystone is technically formative assessment. The scary part is that many believe these types of assessments are quality assessments.
ReplyDeleteI love that you ae wiriting this blog so that a wider audience could join in and not be lost!
ReplyDeleteI think you are right to question the point(s) of assessments like Keystone. My guess would be that they are being used for other purposes than just adjusting curriculum. I know that in California these tests can justify school closures, for example. And there are always those who want to tie teacher ratings and pay to scores. But do you think that, if you had last year's Keystone results (not just score, but Q by Q) for your new class of students, you could use them productively?
Yeah, you are right- the Keystone exam is being used for other purposes than just curriculum, and many of those purposes I personally don't agree with. For example, like you suggest, the results of state tests can some day be tied to teacher rating and pay. Yes, teachers should be held accountable, but teachers are also not miracle workers. I don't mean that in a derogatory sense. I do firmly believe all students can learn, and it is up to the teacher and the school to find a way for struggling learners to learn, but it just doesn't always happen in a timely manner. I guess I take offense to that proposal because I am one of those teachers that works my tail off. I spend countless hours researching, planning, grading, thinking just so my students get the very best education in my classroom. Not all teachers do that, however, and I guess that is why there is talk about linking teacher pay to test scores.
DeleteBut to answer your question directly, yes, I have used last year's Keystone results to determine weakness and strengths. But I also think the test is majorly flawed, so I take those results with a grain of salt. Not all students can take multiple choice tests well, so it is not fair to say that they have a genuine weakness in.....inferencing....for example. I use last year's results in conjunction with my own formative assessments to help guide my instruction.