Formative & Summative Assessment Flashcards
7 cards from real STEM practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Formative & Summative Assessment flashcards as text
Which statistical measure is MOST commonly used to evaluate the reliability of a summative STEM assessment?
Answer: Cronbach's alpha coefficient
Cronbach's alpha is the most widely used measure of internal consistency reliability for assessments.
A STEM educator uses think-alouds during problem-solving instruction to assess student reasoning. This is an example of:
Answer: Authentic formative assessment of metacognition
Think-alouds used during instruction to assess reasoning processes represent authentic formative assessment of metacognitive skills.
When designing a summative assessment for a STEM unit, which step should occur FIRST?
Answer: Identify the learning standards and objectives to be measured
Assessment design should begin by identifying the specific standards and learning objectives the assessment is meant to measure.
Which of the following BEST distinguishes formative from summative assessment?
Answer: Formative assessments inform instruction during learning; summative assessments evaluate learning after instruction
The key distinction is purpose: formative assessments guide instruction during learning, while summative assessments evaluate achievement after instruction.
A student receives a score of 85% on a STEM unit exam. This score is MOST meaningful when:
Answer: Interpreted in relation to clearly defined mastery criteria for the unit's standards
Criterion-referenced interpretation—comparing scores to defined mastery criteria—makes summative scores most meaningful for understanding learning.
Peer assessment in a STEM classroom is most effective when:
Answer: Students evaluate peers' work using a structured rubric tied to learning goals
Structured peer assessment using rubrics linked to learning goals builds evaluative thinking and provides meaningful feedback.
Which approach is MOST appropriate when a summative assessment reveals that a subgroup of students did not meet mastery?
Answer: Analyze item-level data to identify specific gaps and provide targeted re-teaching
Analyzing item-level data to identify specific gaps and providing targeted re-teaching is the most educationally sound response.