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
A STEM teacher uses digital polling software during a lesson to instantly see how many students understand a concept. This strategy is an example of:
Answer: Technology-enhanced formative assessment
Using digital polling during instruction to gauge understanding in real time is a technology-enhanced formative assessment strategy.
Which of the following assessment practices is MOST aligned with Universal Design for Learning (UDL) principles?
Answer: Providing multiple means of expression so students can demonstrate understanding in different ways
UDL assessment involves offering multiple means of expression, allowing students to demonstrate mastery in ways that accommodate diverse learning needs.
A STEM teacher maintains a portfolio of each student's lab reports, design sketches, and reflections across a semester. Portfolios like this are BEST used for:
Answer: Documenting growth and demonstrating learning over time
Portfolios are best used to document student growth and demonstrate learning over time through a curated collection of work.
Content validity in a STEM summative assessment is best established by ensuring that:
Answer: Test items proportionally represent all the major content standards taught in the unit
Content validity is established when assessment items proportionally represent the full range of content standards that were taught.
Which of the following BEST describes a limitation of relying solely on summative assessments in a STEM course?
Answer: They provide end-of-unit data too late to adjust instruction for the students who were assessed
A key limitation of summative assessments is that results come at the end of instruction, leaving insufficient time to adjust teaching for those same students.
A math teacher uses student-generated worked examples as an ongoing formative strategy. The PRIMARY benefit of this approach is that it:
Answer: Reveals student reasoning and common misconceptions during instruction
Student-generated worked examples surface individual reasoning processes and reveal misconceptions that can guide immediate instructional adjustments.
When a STEM teacher uses the results of a unit pre-test to differentiate initial instruction, this practice is BEST described as:
Answer: Diagnostic-driven differentiated instruction
Using pre-test data to adjust and differentiate instruction before teaching a unit is diagnostic-driven differentiated instruction.