Formative Assessment

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Match the characteristics to Formative and Summative Assessments

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formative assessment

summative assessment

Edad recomendada: 17 años

96 veces realizada

Creada por

Frank Vollkommer

Estados Unidos

Top 10 resultados

1

Kate Collings

3 de Febrero de 2022

01:14

tiempo

100

puntuacion
2

Joe Steed

22 de Febrero de 2022

01:26

tiempo

100

puntuacion
3

FCHS Algebra 1 Design Team

9 de Febrero de 2022

01:52

tiempo

100

puntuacion
4

Denni

8 de Febrero de 2022

02:12

tiempo

100

puntuacion
5

Nancy Hildebrandt

2 de Marzo de 2022

02:47

tiempo

100

puntuacion
6

Maggie

2 de Marzo de 2022

03:07

tiempo

100

puntuacion
7

Christin Arrendale

22 de Febrero de 2022

03:13

tiempo

100

puntuacion
8

Mikayla Moran

28 de Febrero de 2022

06:24

tiempo

100

puntuacion
9

Sarah Moore

28 de Febrero de 2022

06:47

tiempo

100

puntuacion
10

Hannah Walker

3 de Febrero de 2022

03:05

tiempo

50

puntuacion

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Formative AssessmentVersión en línea Match the characteristics to Formative and Summative Assessments por Frank Vollkommer 1 Formative Assessment 2 Summative Assessment To improve learning and achievement Carried out while learning is in progress—day to day, minute by minute Focused on the learning process and the learning progress Viewed as an integral part of the teaching-learning process Collaborative—Teachers and students know where they are headed, understand the learning needs, and use assessment information as feedback to guide and adapt what they do to meet those needs. Fluid—An ongoing process influenced by student need and teacher feedback Teachers and students adopt the role of intentional learners. Teachers and students use the evidence they gather to make adjustments for continuous improvement. To measure or audit attainment Carried out from time to time to create snapshots of what has happened Focused on the products of learning Viewed as something separate, an activity performed after the teaching-learning cycle Teacher-directed—Teachers assign what the students must do and then evaluate how well they complete the assignment Rigid—An unchanging measure of what the student achieved Teachers adopt the role of auditors and students assume the role of the audited Teachers use the results to make final "success or failure" decisions about a relatively fixed set of instructional activities

Formative AssessmentVersión en línea

Match the characteristics to Formative and Summative Assessments

por Frank Vollkommer

Formative Assessment

Summative Assessment

To improve learning and achievement

Carried out while learning is in progress—day to day, minute by minute

Focused on the learning process and the learning progress

Viewed as an integral part of the teaching-learning process

Collaborative—Teachers and students know where they are headed, understand the learning needs, and use assessment information as feedback to guide and adapt what they do to meet those needs.

Fluid—An ongoing process influenced by student need and teacher feedback

Teachers and students adopt the role of intentional learners.

Teachers and students use the evidence they gather to make adjustments for continuous improvement.

To measure or audit attainment

Carried out from time to time to create snapshots of what has happened

Focused on the products of learning

Viewed as something separate, an activity performed after the teaching-learning cycle

Teacher-directed—Teachers assign what the students must do and then evaluate how well they complete the assignment

Rigid—An unchanging measure of what the student achieved

Teachers adopt the role of auditors and students assume the role of the audited

Teachers use the results to make final "success or failure" decisions about a relatively fixed set of instructional activities

Formative Assessment

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Formative Assessment

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Formative AssessmentVersión en línea

por Frank Vollkommer

Formative Assessment

Summative Assessment