Summative assessments are often high stakes which

Summative assessments are often high stakes , which means that they have a
high point value.
Examples of summative assessments include:

midterm exam

final project

paper

senior recital

Norm-Referenced vs. Criterion-Referenced Assessments:
Dimension
Criterion-Referenced
Tests
Norm-Referenced
Tests
Purpose
To determine whether each
student has achieved specific
skills or concepts.
To find out how much students
know before instruction begins
and after it has finished.
To rank each student with respect
to the achievement of others in
broad areas of knowledge.
To discriminate between high and
low achievers.
Content
Measures specific skills, which
make up a designated
curriculum. Teachers and
curriculum experts identify these
skills.
Each skill is expressed as an
instructional objective.
Measures broad skill areas
sampled from a variety of
textbooks, syllabi, and the
judgments of curriculum experts.
Item
Characteristics
Each skill is tested by at least
four items in order to obtain an
adequate sample of student
performance and to minimize the
effect of guessing.
The items, which test any given
skill, are parallel in difficulty.
Less than four items usually test
each skill.
Items vary in difficulty.
Items are selected that discriminate
between high
and low achievers.
Score
Interpretation
Each individual is compared
with a preset standard for
acceptable achievement. The
performance of other examinees
is irrelevant.
A student's score is usually
expressed as a percentage.
Student achievement is reported
for individual skills.
Each individual is compared with
other examinees and assigned a
score--usually expressed as a
percentile, a grade equivalent
score, or a stanine.
Student achievement is
reported for broad skill areas,
although some norm-referenced
tests do report student achievement
for individual skills.

The following tables list the characteristics for each stage of orthographic
(spelling) development. The tables list what students do correctly, what they
confuse, and what is missing at the early, middle, and late parts of each stage.
Characteristics of Emergent Spelling:
What Students Do
Correctly
What Students
Use but Confuse
What is Absent
Early
Emergent
Mark on the page
Hold the writing
implement
Scribbling &
drawing for
writing
Letters
Directionality
Middle
Emergent
Linear movement across
page
Clear distinction between
writing and drawing
Letters &
Numbers
Letter strings
Directionality
Phonemic
Awareness
Sound-symbol
correspondences
Late
Emergent
Consistent directionality
Use of letters
Some letter-sound
matches
Substitutions of
letters that sound,
feel, and look
alike:
B/P and D/B
Complete sound-
symbol
correspondence
Spacing between
words

Characteristics of Letter Name-Alphabetic Spelling:
What Students Do
Correctly
What Students
Use but Confuse
What is
Absent
Early
Letter
Name-
Alphabeti
c
B, BD for
bed
S, SP for
ship
YN for
when
Partial phonological
awareness
Represent prominent
sounds, usually
beginning consonants
Directionality
Use most letters of the
alphabet
Partial spelling of