JMarie and All,

There is no argument. We need both formative and summative assessment, but for different purposes. It is important for both practitioners and students to understand the purpose for and the distinction between both.  Formative assessment is one of the most effective tools we have to inform instruction in the classroom. It allows us to pace and modifiy currriculum as we move students along on their learning journey.  On the other hand, summative assessment is necessary to determine readiness to move along to the next level of instruction or credentialing. Donna.  

 
---- Marie Cora <marie.cora at hotspurpartners.com> wrote: 

> Hi Donna and everyone,

>  

> Thanks for your post - you've raised a whole bunch of interesting

> questions and issues.  I see that a couple of other emails address parts

> of your post, so I will focus instead on your comments involving

> formative and summative assessment.  I would argue that we need both of

> these types of assessment for different purposes, but I do believe that

> formative assessment can really provide the practitioner (and student!!)

> with some substantial immediate feedback in which they can both see

> where the strengths and challenges lie (lay?).  

>  

> I wonder if you could use various classroom (formative) assessments that

> are focused on ABE or ASE levels with ESOL students in order to

> determine their readiness in certain areas.  Does anyone do this?

>  

> Also, Donna you said:  "Understanding assessment would allow ESOL

> learners to work along side native English speakers with teaching and

> learning being focused on the skills that need to be learned."  Were you

> talking about the practitioner understanding assessment better, or the

> ESOL student understanding it?  Both would be great!!  Does anyone

> involve the ESOL student in assessment - do you do any self assessment

> with students?  If so, what's it like?

>  

> Thanks!

>  

> Marie Cora

> Assessment Discussion List Moderator

>  

> PS:  here are a few resources/articles on formative assessment:

>  

> Assessment Crisis: The Absence Of Assessment FOR Learning

> https://www.pdkintl.org/kappan/k0206sti.htm

>  

> Assessment Resource Banks - New Zealand

> http://arb.nzcer.org.nz/nzcer3/using.htm

>  

> Assessment Training Institute - ETS

> ASSESSMENT FOR LEARNING: 

> Formative Assessment That Can Improve Student Learning

> http://www.assessmentinst.com/

>  

> Classroom Assessment Techniques: A Handbook for College Teachers, Second

> Edition

> http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1555425003.html

>  

> The Concept of Formative Assessment

> http://pareonline.net/getvn.asp?v=8

> <http://pareonline.net/getvn.asp?v=8&n=9> &n=9

>  

> Formative assessment and the Assessment Resource Banks

> http://arb.nzcer.org.nz/nzcer3/formative.htm

>  

> Improving Teaching and Learning for Adults with Basic Skill Needs

> through Formative Assessment

> CERI (Centre for Educational Research and Innovation)

> http://www.oecd.org/edu/whatworks 

> 

> 

> Inside the Black Box: Raising Standards Through Classroom Assessment

> http://www.pdkintl.org/kappan/kbla9810.htm

>  

> NW Regional Educational Laboratory

> Assessment Toolkit98

> http://www.nwrel.org/assessment/toolkit98.php

>  

> A Primer: Diagnostic, Formative, & Summative Assessment

> http://www.mmrwsjr.com/assessment.htm

>  

> The Value of Formative Assessment

> http://www.fairtest.org/examarts/winter99/k-forma3.html

>  

>  

>  

>  

> -----Original Message-----

> From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

> On Behalf Of Donna Chambers

> Sent: Wednesday, September 05, 2007 8:27 AM

> To: The Assessment Discussion List

> Subject: [Assessment 908] Re: September welcome!

>  

> Marie and All,

>  

> Happy September!  I must admit that I have not read all the postings on

> the listserv and so if the discussion I am suggesting has already

> happened, please forgive me.  

>  

> I would like to suggest  a  discussion  designing a system that

> efficiently moves  ESOL learners through to  ABE and ASE. For several

> years now my experience has been with non-native English learners who

> want to receive their high school diploma or GED. They get "stuck"  in

> ESOL classes that do not provide an integrated  curriculum that would

> allow them to move ahead.   How can we make the smooth transition from

> ESOL to ABE and how can we in Adult Education facilitate the learner

> through a pipeline? 

>  

> This summer I had the wonderful opportunity to attend  a number of

> professional development summer sessions that focused on assessment.

> These sessions were offered to K12 teachers and administrators, but I

> found everything relevant to adult learners as well.  Competency-based

> assessment is my specialty, but I was introduced to the idea of

> formative vs. summative assessment and how both guide instruction in the

> classroom.  Understanding assessment would allow ESOL learners to work

> along side  native English speakers with teaching and learning being

> focused on the skills that need to be learned.  I believe this would

> make a great discussion topic.  Let me know if I can help.

>  

> Donna Chambers

>  

> From: Marie Cora <mailto:marie.cora at hotspurpartners.com>  

> To: Assessment at nifl.gov 

> Sent: Tuesday, September 04, 2007 2:12 PM

> Subject: [Assessment 906] September welcome!

>  

> Dear Colleagues,

>  

> Hello!  Welcome to September!  Welcome to those List Members who have

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>  

> I have in the works a couple of guest discussions that will take place

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> classroom as a follow up to our discussion last April on using data for

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>  

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>  

> Thanks so much - looking forward to hearing from you and having some

> great discussions here!

>  

> Marie Cora

> Assessment Discussion List Moderator

>  

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>  

> Marie Cora

>  <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com

> NIFL Assessment Discussion List Moderator

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