ASSESSING INSTRUCTION

Share this statement with the members of the post: “When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” (Scriven, 1991)

Ask the following questions:

• From the statement, what do you think the words “formative” and “summative” mean?
• Which one is more related to coaching? To judging?
• Why are they both important ways of learning about what students may know?
• Which one is the most important? Why?

Select a board game. It will be more helpful if not all members of the post know how to play the game.

Organize players around the game board, and instruct them in how to play. While the game is in progress, offer hints as to how to improve play.

When the game wraps up with a winner, prepare to ask the following questions:

• How do you know that the game is over? What does that tell you about your knowledge of the game?
• What was the value in giving hints along the way? How did that help you to improve your ability to play a game?
• How are the hints—and knowing when a game is finished—similar to assessment?

Display the shoelace and the Addition Quiz activity sheet.

Ask:

• What would the shoelace be useful for assessing? (how to tie a shoe, form a knot, etc.)
• What would the addition quiz be useful for assessing? (how to add two-digit numbers)

Be sure to leave Explorers with this important point: The assessment should match the task you are trying to assess. Match or align the task with the type of assessment.

For example, a written quiz about how to tie your shoes would be silly—and would not do a good job of assessing what students know or understand. In the same way, if we want to find out what students know about addition facts, a simple quiz might be a good way to see what they have learned.