PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 3.2
DIFFERENTIATING FORMATIVE
AND SUMMATIVE
ASSESSMENTS

Learning Action Cell Session Guide

Mathematics 4-6

Prepared by:

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 ALEA ANN MACAM
LAC Coordinator
Basic Education Sector Transformation

Objectives of the Session

At the end of the session, teachers should be able to:

1. Define formative and summative assessments.
2. Differentiate formative assessments from summative assessments
3. Classify task assessments as formative and/or summative assessments

Key Understanding or Learning Points

1. Formative assessment helps improve student learning because of its

feedback mechanism. Formative assessment is done while instruction is
ongoing.
2. Summative assessment is done to find how much and what students have
learned, and is done at the end of a unit of instruction.
3. Formative assessment is assessment for learning; summative assessment
is assessment of learning.
4. Tasks assessments can be classified as formative and summative
depending on their purpose, relation to grading, frequency, and students
and teachers’ roles.
Materials Needed Approximate Duration

 Math Curriculum Guide (Grades 1.5 hours / 90 mins

4-6)
 exit cards
 student self-check note
 LCD projector
 Speakers
 laptop

References

Re-packaged LAC Session Guides

Discussion of Topic (10 minutes)

“Good ______ everyone. Welcome to an exciting LAC session. Today, we’ll

have a journey together on the road to successful learning. Let’s begin by
reviewing our last LAC session. Can anyone share to the group some important
insights you recall from our previous LAC session?”

Note to the facilitator: Ask the participants to explain some important concepts
discussed in the previous LAC session on classroom assessment such as the
definition, purpose, and different kinds of classroom assessments. Synthesis their

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answers.

Introduce the session

“In today’s LAC session, we will further deepen our knowledge about
classroom assessments as we focus on formative and summative assessments.
At the end of this LAC session, we are all expected to define these two kinds of
assessments, identify their differences, and classify some task assessments as
formative and/or summative.”

ACTIVITY (25 minutes)

“Before we discuss formative and summative assessments, let us first have

check our understanding of these assessments. For this activity, I will give you into
five groups and each group will be given an assessment tasks about Operation in
Decimals. Your task is to brainstorm on the nature of the assessment assigned to
your group. In 5 minutes, be ready to present to the whole group your answers on
the following:
1. Is the assessment task formative or summative? Why did you say so?
2. What is the purpose of the assessment task?
3. When is it done?
4. Does this assessment task affect the students’ grade?
5. How does it help the students?
6. How does it help the teachers?

Note to the facilitator: Assign one assessment task for each group. Ensure that
you have assigned equal number of formative and summative assessment tasks.
Below are suggested assessments that can be used.

Formative Assessments
1. Short Exercise- A five-point exercise on the operations on decimals.
2. Analogy Prompt. Present students with an analogy prompt.

Doing operations on decimals is like ______________ because

__________________.

3. Student Self-Check. Give a note to the student to help them assess their
own learning. They will encircle the number that they think describe their
understanding on the topic, and provide a simple explanation about their
answer.
4 I understand, and I can teach someone
else.
3 I understand, and I can do this by
myself.
2 I am beginning to understand this… with
help.
1 I don’t understand yet.

Summative Assessments
1. Quiz

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 2. Performance Task in Math
3. Periodical/ Quarterly Test

ANALYSIS (10 minutes)

1. Based on the group presentations, ask the teachers to categorize the

assessments as formative and summative.
2. Then, ask the teachers what they know about formative and summative
assessment. Below are the following guide questions.
a. What is formative assessment? What is summative assessment?
b. How are they different from each other?
c. What are the previous formative and summative assessments that
you have done in your classes?

ABSTRACTION (35 minutes)

Discussion

“Now that we have clarified what formative and summative assessments

are, I want you to analyze a quote. Look for a partner and share your thoughts
about this quote for five minutes.”

Write on the board, or present a PPT slide.

“When the cook tastes the soup, that is formative assessment.

When the customer tastes the soup, that is summative

assessment.”

Ask some participants to share their thoughts about the quote. Then, explain to
them that you will show a video clip showing how other teachers explain the
concept.

Viewing #1. Teachers’ Explanation of the Quote

Resource Person: Joseph Randolph Palattao, PRIMALS 4-6 National
Training of Trainers

Some guide questions for processing:

1. Do you agree with their explanations?
2. Do you have additional thoughts to share to the group?

Note to the facilitator: Tell the teachers that the video you will present next is the
input of the speaker.

Viewing #2. Speaker’s Explanation of the Quote

Resource Person: Joseph Randolph Palattao, PRIMALS 4-6 National
Training of Trainers

Some guide questions for processing:

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 1. Did the explanation help you understand and differentiate formative and
summative assessment?
2. Do you have additional input or clarifications?

Note to the facilitator: Explain that the next video you are going to show is the
explanation of what formative and summative assessments are, and how they
differ from each other.

Viewing #3. Formative and Summative Assessment

Resource Person: Joseph Randolph Palattao, PRIMALS 4-6 National
Training of Trainers

Complete the table to synthesize the discussion on the differences of formative

and summative assessments by plenary discussion.

Criterion Formative Summative

Assessment Assessment
Purpose
Frequency
Effects to Students’ Grades
Effects to Students’ Learning
Benefits to Teachers’ Instructions

Reflection

1. What were the misconceptions I have before on formative and summative

assessments that have been clarified today?
2. What do I need to improve in designing formative and summative
assessment?

APPLICATION (30 minutes)

“Now that we already know what formative and summative assessments are
and their differences, I want you to reflect and look back at your previous lesson,
and I want you to identify formative and summative assessments that you have
implemented in your classes. Complete this form and prepare for sharing to the
plenary after 15 minutes.”

Subject:
Grade Level:
Topic:
Formative Assessment: _________________
Purpose:
Time:
Effects to Students’ Grades:
Effects to Students’ Learning:
Effects to Teachers’ Instruction:
Summative Assessment: _________________
Purpose:

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Time:
Effects to Students’ Grades:
Effects to Students’ Learning:
Effects to Teachers’ Instruction:

Closure

Thank the teachers for their active participation and remind them to use their
learning in their practice. As a conclusion, give each teacher an exit card where
they will write their realization and learning from the session.

3 Things I learned today…

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2 Things I found interesting…
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1 Question I still have
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