1. Formative Interim Summative Assessments Differences, Definitions, & Applications

2. Differences SUMMATIVE INTERIM (instructional, evaluative, predictive) FORMATIVE CLASSROOM (minute by minute, integrated into lesson) Increasing Scope and Duration of Cycle Frequency of administration (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

3. Differences: Frequency  Summative: Given one time at the end of the year, or end of the semester.  Interim: Given multiple times during the year. Usually 3 to 10 times.  Formative: Given daily or multiple times during the day. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

4. Differences: Scope  Summative: Designed to cover a complete set of Content, or Subject Standards.  Interim: Designed to cover a single unit, concept or set of academic goals.  Formative: Designed to get a snapshot of learning for a specific learning goal or small set of goals. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

5. Formative- The Base  The largest difference between Formative and the other assessments is the use.  Formative use primarily by the student. (Taras, M., 2005, pg 472)  Formative is used to give feedback to students allowing for mastery of the subject. (Looney, 2011, p. 7)  Formative gives the student standards to master, targets to aim for, clear reflections of achievement and motivation for learning. (Stiggins, R. J.2007, p. 17- 18)

6. Formative-Description  Does not need to have a grade assigned to the task, and if it does the student can affect the grade with continual improvements (Stiggins, R. J., 2007, p. 9). Usually it will not have a grade attached. (Wees, D., n.d., Formative assessment, p. 2).  Relies on a clear purpose and targeted learning. (Stiggins, R. J., 2007, p. 14)  Assessment is accurate and indicative of the progress or lack of progress of the learner (Stiggins, R. J., 2007, p. 14).  Embedded within curriculum (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1).  Dependent on continual feedback and achievement of a goal or targeting learning. (Stiggins, R. J., 2007, p. 9)  Typically the task is short term and less than one period long. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1)

7. Formative-Examples  Oral question and answer, or Jeopardy style in class activities.  Projects- These projects can cover several periods with feedback and corrections but generally less than one period (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1) (Stiggins, R. J., 2007, p. 8-9).  Summaries of reading passages, varied lengths with feedback and correctives (Wees, D., n.d., Formative assessment, p. 4).  Anonymous hand in pass back. Students hand in responses and teacher immediately grades a sampling sharing with the class (Wees, D., n.d., Formative assessment, p. 8).  Daily quizzes (Wees, D., n.d., Formative assessment, p. 10).  Bell work.  Minnie White Board Answers. (Wees, D., n.d., Formative assessment, p. 14).  Exit Slips (Wees, D., n.d., Formative assessment, p. 21).  There are almost and endless number of examples that can be given and evaluated.

8. Interim-The Middle  Interim in between the Formative and the Summative (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  Primarily used by the teacher to drive instruction (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 4).  It can be used beyond the classroom by administrators or the district to compare teaching across classrooms (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 4-5, 9)  Data must be actionable for instruction, not simply ranking the students for grades (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).  Students can be assigned a grade for their performance on the test.  Material typically covers a period of a week to a month generally a limited time frame (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  Used as a professional development for the teacher (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).

9. Interim-Description  Will not be simply multiple choice questions and answers (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).  Used as a tool to determine whether intervention is needed for a student (Goren, P., 2010, p. 126)  Used as an extension of learning rather than a respite from learning (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).  Evaluative of the curriculum not evaluative of the teacher linked to accountability (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 5 & 8).  Typically directly linked to standards of a unit or a subject (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).

10. Interim-Examples  Teacher generated chapter, unit or section test (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).  District or state benchmark assessments (Blow, M., 2012).  Predictive tests of student performance such as FAIR-FS, SRI, ELA cycle tests (Blow, M., 2012).  Commercially available tests that are tied to state and curriculum standards (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).

11. Summative- The Top  Summative Assessments are different from Formative and Interim because they do not drive instruction or predict student achievement and adjust instruction.  The summative is given once or at most twice per year on any given subject.  They are used to evaluate a students performance (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are often requirements for graduation or completion of a course (Balduff, L. personal conversation, March 30, 2016)  They are typically given state or school wide (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  The scores are used as evaluations of teachers, schools and districts (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are the least flexible and are often state and district mandated (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).

12. Summative- Description  Often these tests are only multiple choice tests especially those state mandated (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are often assigned a high percentage of the grade total, e.g.. 30%, or passing the summative assessment determines whether one passes the course (Balduff, L. personal conversation, March 30, 2016)  Used to evaluate student learning (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)

13. Summative- Examples  A term paper (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)  PSAT, SAT, ACT, EOC, FSA, FCAT or any test mandated by the state or that can be used as a substitute for a test mandated by the state (Balduff, L. personal conversation, March 30, 2016)  A Mid-Term Exam (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)

14. References Blow, M., Interim Assessments Predict Student Performance on State Tests | Scholastic.com. (2012). Retrieved March 21, 2016, from http://www.scholastic.com/teachers/top- teaching/2012/02/interim-assessments-predict-student-performance-state-testshttp://www.scholastic.com/teachers/top- Goren, P. (2010). Interim Assessments as a Strategy for Improvement: Easier Said Than Done. Peabody Journal of Education, 85:2, 125-129. DOI: 10.1080/01619561003673938. Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved March 31, 2016, from https://www.cmu.edu/teaching/assessment/basics/formative-summative.html https://www.cmu.edu/teaching/assessment/basics/formative- Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress Toward a Seamless System? OECD Educationg Working Papers. No. 58, OCED Publishing. Retrieved from http://dx.doi.org/10.1787/5kghx3kbl734-en. http://dx.doi.org/10.1787/5kghx3kbl734-en

15. References-continued Stiggins, R. J. (2007). Formative classroom assessment: Theory into practice. New York: Teachers College, Columbia University. Perie, M., Gong, S., Marion, B., & Wurtzel, J. (2007). The Role of Interim Assessments in a Comprehensive Assessment System (pp. 1-25, Issue brief). The Aspen Institute. Taras, M. (2005). Assessment – Summative And Formative – Some Theoretical Reflections. British Journal of Educational Studies, 53(4), 466-478. doi:10.1111/j.1467-8527.2005.00307.x Wees, D. (n.d.) Formative assessment. Retrieved March 20, 2016, from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ /pub?start=false&loop=false&delayms=3000&usp=embed_facebook https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ /pub?start=false&loop=false&delayms=3000&usp=embed_facebook