Formative and Summative Assessment for Speaking
Topic 1: Learning Aims and Outcomes
Linking Assessment to Learning Outcomes
The learning outcome in the example sequence of activities in screens 1 and 2 was to discuss food the class likes and dislikes. When students can do this, they have met the learning outcome. You can assess your students' ability to meet the learning outcome using both formative and summative assessments.
As you learned in Unit 2, Lessons 2 and 5, formative assessment guides your instruction. If you observe students as they do activities from the textbook, and review or point out errors that you observed, you are doing formative assessment. It does not require additional activities or tests. Careful observation of students as they work is enough. For example, you can listen to students as they work in pairs and note pronunciation or intonation errors. You can also notice errors in grammar and vocabulary. After an activity, you can review the errors you noticed with the whole class. You will often alter your plan once you do formative assessment.
At different points in the course, you will do some kind of summative assessment. These are used to keep track of each student's performance. While formative assessments are used to guide your teaching, summative assessments are used to track student progress.
Read the chart to see two learning outcomes, activities that support each learning outcome, and different formative and summative assessment possibilities. Notice how the activities and assessments vary. Interesting and varied activities can motivate students to do well.
Learning Outcome Classroom Activities Assessment Examples
Can exchange personal information
1. Students listen to people talk about themselves. They complete a chart. Then they ask and answer questions with a partner using the chart.
2. Each student gets a role card (name, age, country, job). They pretend to be this person and walk around the room introducing themselves.
3. Students play a guessing game. One student pretends to be a famous person. The others ask questions to find out who the student is.
Formative
1. Listen as students do Activity 2. Note errors. Review common errors with the whole class.
2. Students check completed charts with a partner and make corrections to their chart as needed.
Summative
1. Students present their conversation to the class.
2. Students record a similar conversation using an audio recorder or a computer.
Can describe steps in a process using First, Next, Then, and Finally
1. Students look at a series of pictures. They put the pictures in the correct order and describe the process using: First, Next, Then, and Finally.
2. Students listen to a description of how chocolate is made. They take notes. Then they describe the process to a partner.
3. Students work with a partner to describe a process they choose.
Formative
1. Check to see if pictures are in order (activity 1).
2. Observe pairs as they work.
3. Check notes made during listening activity. Provide script so students can check their notes themselves and make corrections.
Summative
1. Groups make a poster showing a process and present it to the class.
2. Students are given pictures of a process (based on those studied). They give an oral description of the process.
