Balanced Assessment: From Formative to Summative

Balanced Assessment: From Formative to Summative

Author :

Kay Burke

Publisher:

Solution Tree Press

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Publisher

Solution Tree Press
Publication Year 2010
ISBN-13

9781934009529
ISBN-10 9781934009529
Binding

Paperback
Edition FIRST
Number of Pages 163 Pages
Language (English)
Dimensions (Cms) 21 x 1 x 27
Weight (grms) 522


Kay Burke has created a practical resource for busy practitioners. Balanced Assessment: From Formative to Summative provides a comprehensive overview of the critical role that assessments, both formative and summative, play in today's classrooms. Burke promotes the use of performance-based tasks that make real-life connections, and she explains how to use rubrics to assess the critical skills and understanding that the tasks target. Performance tasks also allow teachers to differentiate instruction and assessment to meet the needs of all learners, including advanced and beginning students and English language learners.---Lisa Almeida, senior professional development associate, The Leadership and Learning Center, Englewood, Colorado


"Balanced assessment" means integrating both formative and summative assessments seamlessly into instruction. This book makes clear that the distinction between the two types of assessment is not as rigid as many people believe. In fact, the same assessment can be both formative and summative, depending on its timing and purpose. Formative assessments are administered frequently during a learning segment to provide feedback to both teachers and students about concepts and skills that students are having difficulty understanding or mastering. This feedback helps teachers modify and differentiate their instruction to help all students meet the standard. Summative assessments are administered at the end of a learning segment and are the final opportunity for students to demonstrate proficiency. In this highly practical guide, Kay Burke



  • Defines formative and summative assessments and explains how they complement each other

  • Describes how teams of teachers work together to plan instruction and create common assessments

  • Shows how to make the curriculum more engaging through authentic performance tasks and provides numerous examples from different subject areas and grade levels

  • Explains how checklists and rubrics are used for instruction and assessment

  • Suggests ways to differentiate instruction

  • Describes more informal, "quick and easy" assessment strategies


 


 


 


 


Kay Burke

Kay Burke works with her colleagues at Kay Burke & Associates to present professional development workshops for teachers and administrators on standards-based teaching and learning, formative assessment, and classroom management. She received her undergraduate degree from Florida Atlantic University, her master's degree from the University of Central Florida, her educational specialist degree from Emory University, her PhD from Georgia State University, and her administration certification from the University of Georgia. Kay served as an award-winning English teacher, department chairperson, dean of students, mentor, and administrator in Florida and Georgia for twenty years. She also was the director of the field-based master s program sponsored by the International Renewal Institute (IRI/SkyLight) and Saint Xavier University in Illinois. Since 1990, Kay has designed and conducted professional development workshops and presented at conferences of the National Staff Development Council (NSDC), the Association for Supervision and Curriculum Development (ASCD), the National Association of Secondary School Principals (NASSP), the National Association of Elementary School Principals (NAESP), Solution Tree, and the International Reading Association (IRA), as well as at international conferences in Canada and Australia. Kay has written or edited thirteen books on standards-based learning, formative assessment, classroom management, student and professional portfolios, and mentoring. Her best-selling books include How to Assess Authentic Learning (5th ed.); What to Do with the Kid Who . . . ; Developing Cooperation, Self-Discipline, and Responsibility in the Classroom (3rd ed.); The Portfolio Connection: Student Work Linked to Standards (3rd ed.); and From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K-8, which was a finalist for the Distinguished Achievement Award from the Association of Educational Publishing in 2007.
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