Standards-Based Grading: Formative and Summative Assessment

Continuing our research on standards-based grading leads us to a conversation about formative and summative assessment.

Below, Rick Wormeli shares his thoughts about formative and summative assessments.

Formative Assessment and Standards Based Grading by Robert Marzano

From Amazon: Formative Assessment and Standards-Based Grading offers teachers everything they need to know to implement an integrated system of assessment and grading that will enhance both their own teaching and their students learning. Much has been written about the benefits of formative assessment that is, assessment that is used while instruction is occurring rather than at the end of a course or unit but most descriptions of the practice have been general. Dr. Robert Marzano provides the specifics. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. He brings each concept to life with detailed examples of teachers from different subject areas applying it in their classrooms. The second book in the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of assessment and grading strategies, each chapter includes helpful exercises to reinforce the reader s understanding of the content.

Standards-Based Grading: Rick Wormeli

Over the next few weeks, we will be spending some time exploring the ideas that are part of standards-based assessment.  We will be posting some videos and articles by leading names in standards-based research to help us begin thinking about standards-based assessment.  This week, the video is of Rick Wormeli, a national educational consultant and author specializing in grading and assessment and differentiated instruction.