What are the differences between formative and summative assessments? What are some of the advantages and disadvantages of each?
What kinds of assessments and assessment processes do you believe to be most valuable when teaching science?
Tag: Formative and summative assessments
Formative and summative assessments
Measuring the academic performance of all students using both formative and summative assessments can provide a better picture of instructional modifications needed. In addition, sharing data with families can help them understand how to help their students at home.
For this assignment, create a 500-750 word brochure for families sharing information relating to assessment.
The brochure must:
Define formal and informal assessments.
Describe how each assessment type is used during instruction.
Include a minimum of two specific instructional examples for both formal and informal assessment (observation, questioning strategies, ticket out the door, etc.).
Identify the purpose of differentiating instruction and assessment to meet diverse learning needs.
Provide support resources and activities that can be implemented at home to support the assessment process for learning.
Formative and summative assessments
Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy assigned appropriately to where your course fits in the curriculum.
Complete the “Test Blueprint” template to guide your distribution of 100 questions across all Bloom’s levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the “Test Blueprint” template to complete the following:
Create five NCLEX-style questions based on your QSEN competency.
Identify the Bloom’s level and rationale for including each of the five NCLEX-style questions.
Complete the “Test Blueprint” template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom’s level and how many of the 100 questions would be select-all-that-apply).
Provide a rationale that explains why you assigned questions to each of the Bloom’s levels within the test blueprint.