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10 Summative Assessment Examples to Try This School Year

Written by Jordan Nisbet

Hey teachers! 👋

Turn math assessments into enjoyable experiences with Prodigy's game-based approach. Get ready for eager learners!

• Teaching Strategies
• A formative and summative assessment definition
• Difference between formative and summative assessment
• Pros and cons of summative assessment
• 9 effective and engaging summative assessment examples
• Helpful summative assessment strategies

When gauging student learning, two approaches likely come to mind: a formative or summative assessment.

Fortunately, feeling pressure to choose one or the other isn’t necessary. These two types of learning assessment actually serve different and necessary purposes. 

Definitions: What’s the difference between formative and summative assessment?

Formative assessment occurs regularly throughout a unit, chapter, or term to help track not only how student learning is improving, but how your teaching can, too.

According to a WestEd article , teachers love using various formative assessments because they help meet students’ individual learning needs and foster an environment for ongoing feedback.

Take one-minute papers, for example. Giving your students a solo writing task about today’s lesson can help you see how well students understand new content.

Catching these struggles or learning gaps immediately is better than finding out during a summative assessment.

Such an assessment could include:

• In-lesson polls
• Partner quizzes
• Self-evaluations
• Ed-tech games
• One-minute papers
• Visuals (e.g., diagrams, charts or maps) to demonstrate learning
• Exit tickets

So, what is a summative assessment?

Credit: Alberto G.

It occurs at the end of a unit, chapter, or term and is most commonly associated with final projects, standardized tests, or district benchmarks.

Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand.

There are various types of summative assessment. Here are some common examples of summative assessment in practice:

• End-of-unit test
• End-of-chapter test
• Achievement tests
• Standardized tests
• Final projects or portfolios

Teachers and administrators use the final result to assess student progress, and to evaluate schools and districts. For teachers, this could mean changing how you teach a certain unit or chapter. For administrators, this data could help clarify which programs (if any) require tweaking or removal.

The differences between formative and summative assessment

While we just defined the two, there are five key differences between formative and summative assessments requiring a more in-depth explanation.

Formative assessment:

• Occurs through a chapter or unit
• Improves how students learn
• Covers small content areas
• Monitors how students are learning
• Focuses on the process of student learning

Summative assessment:

• Occurs at the end of a chapter or unit
• Evaluates what students learn
• Covers complete content areas
• Assigns a grade to students' understanding
• Emphasizes the product of student learning

During vs after

Teachers use formative assessment at many points during a unit or chapter to help guide student learning.

Summative assessment comes in after completing a content area to gauge student understanding.

Improving vs evaluating

If anyone knows how much the learning process is a constant work in progress, it’s you! This is why formative assessment is so helpful — it won’t always guarantee students understand concepts, but it will improve how they learn.

Summative assessment, on the other hand, simply evaluates what they’ve learned. In her book, Balanced Assessment: From Formative to Summative, renowned educator Kay Burke writes, “The only feedback comes in the form of a letter grade, percentage grade, pass/fail grade, or label such as ‘exceeds standards’ or ‘needs improvement.’”

Little vs large

Let’s say chapter one in the math textbook has three subchapters (i.e., 1.1, 1.2 and 1.3). A teacher conducting formative assessments will assign mini tasks or assignments throughout each individual content area.

Whereas, if you’d like an idea of how your class understood the complete chapter, you’d give them a test covering a large content area including all three parts.

Monitoring vs grading

Formative assessment is extremely effective as a means to monitor individual students’ learning styles. It helps catch problems early, giving you more time to address and adapt to different problem areas.

Summative assessments are used to evaluate and grade students’ overall understanding of what you’ve taught. Think report card comments: did students achieve the learning goal(s) you set for them or not?

😮 😄 😂 #reportcard #funny #memes #comics #samecooke #schooldays #music #classic #letsgo #gooutmore #showlove pic.twitter.com/qQ2jen1Z8k — Goldstar Events (@goldstar) January 20, 2019

Process vs product

“It’s not about the destination; it’s about the journey”? This age-old saying sums up formative and summative assessments fairly accurately.

The former focuses on the process of student learning. You’ll use it to identify areas of strength and weakness among your students — and to make necessary changes to accommodate their learning needs.

The latter emphasizes the product of student learning. To discover the product’s “value”, you can ask yourself questions, such as: At the end of an instructional unit, did the student’s grade exceed the class standard, or pass according to a district’s benchmark?

In other words, formative methods are an assessment for learning whereas summative ones are an assessment of learning .

Now that you’ve got a more thorough understanding of these evaluations, let’s dive into the love-hate relationship teachers like yourself may have with summative assessments.

Perceived disadvantages of summative assessment

The pros are plenty. However, before getting to that list, let’s outline some of its perceived cons. Summative assessment may:

1) Offer minimal room for creativity

Rigid and strict assignments or tests can lead to a regurgitation of information. Some students may be able to rewrite facts from one page to another, but others need to understand the “why” before giving an answer.

2) Not accurately reflect learning

“Teaching to the test” refers to educators who dedicate more time teaching lessons that will be emphasized on district-specific tests.

A survey conducted by Harvard’s Carnegie-Knight Task Force on the Future of Journalism asked teachers whether or not “preparing students to pass mandated standardized tests” affects their teaching.

A significant 60% said it either “dictates most of” or “substantially affects” their teaching. While this can result in higher scores, curriculum distortion can prevent students from learning other foundational subject areas.

3) Ignore (and miss) timely learning needs

Because summative assessment occurs at the end of units or terms, teachers can fail to identify and remedy students’ knowledge gaps or misconceptions as they arise.

Unfortunately, by this point, there’s often little or no time to rectify a student’s mark, which can affect them in subsequent units or grades.

4) Result in a lack of motivation

The University of London’s Evidence for Policy and Practice conducted a 19-study systematic review of the impact summative assessment and tests have on students’ motivation for learning.

Contrary to popular belief, researchers found a correlation between students who scored poorly on national curriculum tests and experienced lower self-esteem, and an unwillingness to put more effort into future test prep. Beforehand, interestingly, “there was no correlation between self-esteem and achievement.”

For some students, summative assessment can sometimes be seen as 'high stakes' testing due to the pressure on them to perform well. That said, 'low-stakes' assessments can also be used in the form of quizzes or practice tests.

Repeated practice tests reinforce the low self-image of the lower-achieving students… When test scores are a source or pride and the community, pressure is brought to bear on the school for high scores.

Similarly, parents bring pressure on their children when the result has consequences for attendance at high social status schools. For many students, this increases their anxiety, even though they recognize their parents as being supportive.

5) Be inauthentic

Summative assessment has received criticism for its perceived inaccuracy in providing a full and balanced measure of student learning.

Consider this, for example: Your student, who’s a hands-on, auditory learner, has a math test today. It comes in a traditional paper format as well as a computer program format, which reads the questions aloud for students.

Chances are the student will opt for the latter test format. What’s more, this student’s test results will likely be higher and more accurate.

The reality is that curricula — let alone standardized tests — typically don’t allow for this kind of accommodation. This is the exact reason educators and advocates such as Chuck Hitchcock, Anne Meyer, David Rose, and Richard Jackson believe:

Curriculum matters and ‘fixing’ the one-size-fits-all, inflexible curriculum will occupy both special and general educators well into the future… Students with diverse learning needs are not ‘the problem’; barriers in the curriculum itself are the root of the difficulty.

6) Be biased

Depending on a school district’s demographic, summative assessment — including standardized tests — can present biases if a group of students is unfairly graded based on their race, ethnicity, religion, gender, or social class.

In his presentation at Kansas State University, emeritus professor in the UCLA Graduate School of Education and Information Studies, Dr. W. James Popham, explained summative assessment bias:

This doesn’t necessarily mean that if minority students are outperformed on a summative test by majority students that the test is biased against that minority. It may instead indicate that the minority students have not been provided with the appropriate instruction…

An example of content bias against girls would be one in which students are asked to compare the weights of several objects, including a football. Since girls are less likely to have handled a football, they might find the item more difficult than boys, even though they have mastered the concept measured by the item.

Importance and benefits of summative assessment

Overall, these are valid points raised against summative assessment. However, it does offer fantastic benefits for teachers and students alike!

Summative assessment can:

1) Motivate students to study and pay closer attention

Although we mentioned lack of motivation above, this isn’t true for every student. In fact, you’ve probably encountered numerous students for whom summative assessments are an incredible source of motivation to put more effort into their studies.

For example, final exams are a common type of summative assessment that students may encounter at the end of a semester or school year. This pivotal moment gives students a milestone to achieve and a chance to demonstrate their knowledge.

In May 2017, the College Board released a statement about whether coaching truly boosts test scores:

Data shows studying for the SAT for 20 hours on free Official SAT Practice on Khan Academy is associated with an average score gain of 115 points, nearly double the average score gain compared to students who don’t use Khan Academy. Out of nearly 250,000 test-takers studied, more than 16,000 gained 200 points or more between the PSAT/NMSQT and SAT…

In addition to the 115-point average score increase associated with 20 hours of practice, shorter practice periods also correlate with meaningful score gains. For example, 6 to 8 hours of practice on Official SAT Practice is associated with an average 90-point increase.

2) Allow students to apply what they’ve learned

It’s one thing to memorize multiplication tables (which is a good skill), but another to apply those skills in math word problems or real-world examples.

Summative assessments — excluding, for example, multiple choice tests — help you see which students can retain and apply what they’ve learned.

3) Help identify gaps in student learning

Before moving on to a new unit, it’s vital to make sure students are keeping up. Naturally, some will be ahead while others will lag behind. In either case, giving them a summative assessment will provide you with a general overview of where your class stands as a whole.

Let’s say your class just wrote a test on multiplication and division. If all students scored high on multiplication but one quarter of students scored low on division, you’ll know to focus more on teaching division to those students moving forward.

4) Help identify possible teaching gaps

Credit: woodleywonderworks

In addition to identifying student learning gaps , summative assessment can help target where your teaching style or lesson plans may have missed the mark.

Have you ever been grading tests before, to your horror, realizing almost none of your students hit the benchmark you hoped for? When this happens, the low grades are not necessarily related to study time.

For example, you may need to adjust your teaching methods by:

• Including/excluding word problems
• Incorporating more visual components
• Innovative summative assessments (we list some below!)

5) Give teachers valuable insights

Credit: Kevin Jarrett

Summative assessments can highlight what worked and what didn’t throughout the school year. Once you pinpoint how, where and what lessons need tweaking, making informed adjustments for next year becomes easier.

In this world nothing can be said to be certain, except death and taxes… and, for teachers, new students year after year. So although old students may miss out on changes you’ve made to your lessons, new ones get to reap the benefits.

This not only improves your skills as an educator, but will ensure a more enriching educational experience for generations of students to come.

6) Contribute positively to learning outcomes

Certain summative assessments also provide valuable data at district, national, and global levels. Depending on average test scores, this can determine whether or not certain schools receive funding, programs stay or go, curriculum changes occur, and more. Burke writes:

Summative assessments also provide the public and policymakers with a sense of the results of their investment in education and give educators a forum for proving whether instruction works – or does not work.

The seven aims of summative assessment

Dr. Nancy P. Gallavan, a professor of teacher education at the University of Central Arkansas, believes teachers can use performance-based summative assessments at any grade level.

However, in an article for Corwin , she suggests crafting yours with seven aims in mind:

• Accompanied  with appropriate time and task management
• Achievable  as in-class activities and out-of-class assignments
• Active  involvement in planning, preparation, and performance
• Applicable  to academic standards and expectations
• Appropriate  to your students’ learning styles, needs, and interests
• Attractive  to your students on an individual and group level
• Authentic  to curricular content and context

Ideally, the assessment method should also measure a student’s performance accurately against the learning objectives set at the beginning of the course.

Keeping these goals in mind, here’s a list of innovative ways to conduct summative assessments in your classroom!

Summative assessment examples: 9 ways to make test time fun

If you want to switch things up this summative assessment season, keep reading. While you can’t change what’s on standardized tests, you can create activities to ensure your students are exhibiting and applying their understanding and skills to end-of-chapter or -unit assessments. In a refreshing way.

Why not give them the opportunity to express their understanding in ways that apply to different learning styles?

Note : As a general guideline, students should incorporate recognition and recall, logic and reasoning, as well as skills and application that cover major concepts and practices (including content areas you emphasized in your lessons).

1) One, two, three… action!

Write a script and create a short play, movie, or song about a concept or strategy of your choosing.

This video from Science Rap Academy is a great — and advanced — example of students who created a song about how blue-eyed children can come from two brown-eyed parents:

Using a tool such as iPhone Fake Text Generator , have students craft a mock text message conversation conveying a complex concept from the unit, or each chapter of that unit.

Students could create a back-and-forth conversation between two historical figures about a world event, or two friends helping each other with complex math concepts.

Have your students create a five to 10-minute podcast episode about core concepts from each unit. This is an exciting option because it can become an ongoing project.

Individually or in groups, specific students can be in charge of each end-of-chapter or -unit podcast. If your students have a cumulative test towards the end of the year or term, the podcast can even function as a study tool they created together.

Credit : Brad Flickinger

You can use online tools such as Record MP3 Online or Vocaroo to get your class started!

4) Infographic

Creating a detailed infographic for a final project is an effective way for students to reinforce what they’ve learned. They can cover definitions, key facts, statistics, research, how-to info, graphics, etc.

You can even put up the most impressive infographics in your classroom. Over time, you’ll have an arsenal of in-depth, visually-appealing infographics students can use when studying for chapter or unit tests.

5) Compare and contrast

Venn diagrams are an old — yet effective — tool perfect for visualizing just about anything! Whether you teach history or social studies, English or math, or something in between, Venn diagrams can help certain learners visualize the relationship between different things.

For example, they can compare book characters, locations around the world, scientific concepts, and more just like the examples below:

6) Living museum

This creative summative assessment is similar to one, two, three… action! Individuals will plan and prepare an exhibit (concept) in the Living Museum (classroom). Let’s say the unit your class just completed covered five core concepts.

Five students will set up around the classroom while the teacher walks from exhibit to exhibit. Upon reaching the first student, the teacher will push an imaginary button, bringing the exhibit “to life.” The student will do a two to three-minute presentation; afterwards, the teacher will move on to the next one.

7) Ed-Tech games

Now more than ever, students are growing up saturated with smartphones, tablets, and video games. That’s why educators should show students how to use technology in the classroom effectively and productively.

More and more educators are bringing digital tools into the learning process. Pew Research Center surveyed 2,462 teachers and reported that digital technologies have helped in teaching their middle and high school students.

Some of the findings were quite eye-opening:

• 80% report using the internet at least weekly to help them create lesson plans
• 84% report using the internet at least weekly to find content that will engage students
• 69% say the internet has a “major impact on their ability to share ideas with other teachers
• 80% report getting email alerts or updates at least weekly that allow them to follow developments in their field
• 92% say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching
• 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students

To make the most of EdTech, find a tool that actually engages your students in learning and gives you the insightful data and reports you need to adjust your instruction

Tip: Teaching math from 1st to 8th grade? Use Prodigy!

With Prodigy Math, you can:

• Deliver engaging assessments: Prodigy's game-based approach makes assessments fun for students.
• Spot and solve learning gaps: See which students need more support at the touch of a button.
• Reduce test anxiety: Prodigy has been shown to build math confidence.

Plus, it's all available to educators at no cost. See how it works below! 👇

8) Shark Tank/Dragon’s Den

Yes, just like the reality TV show! You can show an episode or two to your class or get them to watch the show at home. Next, have students pitch a product or invention that can help change the world outside of school for the better.

This innovative summative assessment is one that’ll definitely require some more thought and creativity. But it’s important that, as educators, we help students realize they can have a huge positive impact on the world in which they live.

9) Free choice

If a student chooses to come up with their own summative assessment, you’ll need to vet it first. It’ll likely take some collaboration to arrive at something sufficient.

However, giving students the freedom to explore content areas that interest them most could surprise you. Sometimes, it’s during those projects they form a newfound passion and are wildly successful in completing the task.

We’re sure there are countless other innovative summative assessment ideas out there, but we hope this list gets your creative juices flowing.

With the exclusion of standardized state and national tests, one of the greatest misconceptions about summative assessments is that they’re all about paper and pencil. Our hope in creating this list was to help you see how fun and engaging summative assessments can truly be.

10) Group projects

Group projects aren't just a fun way to break the monotony, but a dynamic and interactive form of summative assessment. Here's why:

• Collaborative learning: Group projects encourage students to work as a team, fostering their communication and collaboration skills. They learn to listen, negotiate, and empathize, which are crucial skills in and beyond the classroom.
• Promotes critical thinking: When students interact with each other, they get to explore different perspectives. They challenge each other's understanding, leading to stimulating debates and problem-solving sessions that boost critical thinking.
• In-depth assessment: Group projects offer teachers a unique lens to evaluate both individual performances and group dynamics. It's like getting a sneak peek into their world - you get to see how they perform under different circumstances and how they interact with each other.
• Catering to different learning styles: Given the interactive nature of group projects, they can cater to different learning styles - auditory, visual, and kinesthetic. Every student gets a chance to shine!

However, it's important to set clear instructions and criteria to ensure fairness. Remember, it's not just about the final product - it's about the process too.

Some interesting examples of group projects include:

• Create a Mini Documentary: Students could work together to research a historical event and create a mini documentary presenting their findings.
• Plan a Community Service Project: This could involve identifying a problem in the local community and creating a detailed plan to address it.
• Design a Mobile App: For a more tech-focused project, students could identify a problem and design an app that solves it.

Summative assessment strategies for keeping tests clear and fair

In addition to using the summative assessment examples above to accommodate your students’ learning styles, these tips and strategies should also help:

• Use a rubric  — Rubrics help set a standard for how your class should perform on a test or assignment. They outline test length, how in-depth it will be, and what you require of them to achieve the highest possible grades.
• Design clear, effective questions  — When designing tests, do your best to use language, phrases, and examples similar to those used during lessons. This’ll help keep your tests aligned with the material you’ve covered.
• Try blind grading  — Most teachers prefer knowing whose tests they’re grading. But if you want to provide wholly unbiased grades and feedback, try blind grading. You can request your students write their names on the bottom of the last test page or the back.
• Assess comprehensiveness  — Make sure the broad, overarching connections you’re hoping students can make are reasonable and fluid. For example, if the test covers measurement, geometry and spatial sense, you should avoid including questions about patterning and algebra.
• Create a final test after, not before, teaching the lessons  — Don’t put the horse before the carriage. Plans can change and student learning can demand different emphases from year to year. If you have a test outline, perfect! But expect to embrace and make some changes from time to time.
• Make it real-world relevant  — How many times have you heard students ask, “When am I going to use this in real life?” Far too often students assume math, for example, is irrelevant to their lives and write it off as a subject they don’t need. When crafting test questions, use  culturally-relevant word problems  to illustrate a subject’s true relevance.

Enter the Balanced Assessment Model

Throughout your teaching career, you’ll spend a lot of time with formative and summative assessments. While some teachers emphasize one over the other, it’s vital to recognize the extent to which they’re interconnected.

In the book Classroom Assessment for Student Learning , Richard Stiggins, one of the first educators to advocate for the concept of assessment for learning, proposes something called “a balanced assessment system that takes advantage of assessment of learning and assessment for learning.”

If you use both effectively, they inform one another and “assessment becomes more than just an index of school success. It also serves as the cause of that success.”

In fact, Stiggins argues teachers should view these two types of assessment as “in sync.”

They can even be the  exact same thing — only the purpose and the timing of the assessment determine its label. Formative assessments provide the training wheels that allow students to practice and gain confidence while riding their bikes around the enclosed school parking lot.

Once the training wheels come off, the students face their summative assessment as they ride off into the sunset on only two wheels, prepared to navigate the twists and turns of the road to arrive safely at their final destination.

Conclusion: Going beyond the test

Implementing these innovative summative assessment examples should engage your students in new and exciting ways.

What’s more, they’ll have the opportunity to express and apply what they’ve learned in creative ways that solidify student learning.

So, what do you think — are you ready to try out these summative assessment ideas? Prodigy is a game-based learning platform teachers use to keep their students engaged.

Sign up for a free teacher account  and set an  Assessment  today!

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CCE Sample Papers

CCE Sample Papers, CBSE has issued new sample papers for class 9 Summative Assessment Part-1 (First Term Exams). This exam will be conducted in September 2010. Subjects covered are English, Hindi, Mathematics, Science, Social Science, Sanskrit, Home Science, Elements of Business, Book Keeping and Accountancy, Foundation of Information Technology, French, German, Punjani, Urdu, Typewriting, Japanese etc.

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Class 10 students have undergone CCE experience previous year during their class 9 second term examination but class 9 students are undergoing this process for the first time. They are advised to go through the sample papers very carefully and observe the pattern of questions. CBSE had issued new CCE syllabus earlier but it was a bit difficult to understand the question pattern and marking scheme until the new sample papers were released.

These CCE Sample Papers for 2010 examination will help students and teachers to prepare will for exams. Chapter wise weightage and marking scheme will be helpful to plan the study in much easier way. Class 9 students are advised to note down the weightage given to each chapter and type of questions asked from these chapters. The format of Actual Question Paper will be same as provided by CBSE in these sample papers.

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Class 9 Maths SA 1 Cbse Sample Papers 2016-2017

Class 9 Mathematics SA 1 Cbse Sample Papers (Sample Papers With Solutions) 2016-2017 Pdf Free Download.

CBSE-NCERT-Solutions-PDF

9th class all subject SA 1 question paper 2023-24

• Post author By scoringtarget
• Post date 13/09/2023
• Categories In 9th class

9 th class all subject SA 1 question paper 2023-24. Download 9 th class SA 1 question paper. You can also download pdf question paper for class 9.

In this post we are going to download summative assessment question paper for class 9. 9 th standard all subject SA 1 question paper download.

To get more video notes for class 9, visit our YouTube channel. This channel is very useful for 9 th class exam preparation.

Subject: All subject

Class: 9 th

Medium: Kannada and other subject

State: Karnataka

Sub-topic: SA 1 Question paper

File type: PDF

Share: Sharable link is given

Copyright: Protected

Download: Given download link

Year: 2023-24

Board: Karnataka KSEEB

Print Enable: Yes

Editable Text: No

Copy Text: No

Scanned Copy: Yes

Password Encrypted: No

File Size Reduced: No

Quality: High

Download Link Available: Yes

File View Available: Yes

Here are the model summative assessment (SA-1) papers prepared to help the teachers of classes 9. These papers have been prepared in accordance with the Karnataka state government’s syllabus. Teachers can download the model Summative Assessment-1 (SA-1) papers from the links in the table below.

In Karnataka half year exam will be conducting Summative Assessment-1 midterm CCE examinations for students in class 9. From the links provided below, you can download previous and model question papers for all subjects for the next SA1 exam.

Class 9 th SA 1 Question paper 2022 PDF download. SA1 Exam Papers for Class 9. 9th SA1 Question paper 2024-  Board has been conducted the exam Sa 1 exam paper and summative assessment 1 Question paper you can download the pdf.

Class 9 all subject SA 1 question paper download

9 th class SA 1 question papers:

4. Mathematics

6. Social Science

10th class all subject SA 1 question paper 2023-24

Related important posts – SA 1 Question papers:

SA 1 for 8 th , 9 th and 10 th standard students

1. Kannada SA 1 (2023-24)

2. English SA 1 (2023-24)

3. Social Science SA 1 (2023-24)

1. 8th class all subject SA 1 question paper 2023-24

2. 9th class all subject SA 1 question paper 2023-24

3. 10th class all subject SA 1 question paper 2023-24

Watch this video for the explanation of 9 th class all subject SA 1 question paper 2023-24.

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Home » AP 9th » AP SA1 9th Class Maths Question Papers PDF Download

AP SA1 9th Class Maths Question Papers PDF Download

AP SA1 9th Class Maths Question Papers 2023 PDF Download for January 2023 Exams: Andhra Pradesh SCERT is Conducting Summative Assessment-1 Mathematics Exam on 4th December 2023 . Here are the Question Papers to prepare for the Exam.

Studying for AP Summative Assessment-1 Exams is comparatively a difficult task for the students compared to the Other state board of education. As Maths is a Scoring Subject, Every Student can get 100% Score in it.  The only study material is not enough to get good marks in Maths exam. For the same reason, various students prefer the AP SA1 9th Class Maths Model Paper 2023 Mathematics for understanding the concepts in a much accurate manner and to know all the things in specific details.

In this Article

AP SA1 9th Class Maths Exam Papers 2023

Ap sa1 9th class maths syllabus 2023.

1. Real numbers 2. Polynomials & factorization 3. The elements of geometry 4. Lines & angles 9. Statistics

Latest Syllabus 9th Class SA1 Model Paper 2023-24

Download ap sa1 9th class maths model papers 2023 pdf, 9th class summative assessment 1  maths model paper, 9th class sa1 maths question paper download, 9th class summative 1 maths model paper download, ap sa1 9th class maths question papers (english medium) pdf, ap sa1 9th class maths question papers (telugu medium) pdf.

Candidates can download Maths subject detailed syllabus Summative Assessment-1 IX Class Maths question papers 2023 Mathematics for 9th Class prepared by schools360.in. Every year Summative Assessment-1 IX Class question papers 2023 Maths are issued by the TS SCERT. Along with subject wise syllabus for TS SA1 9th Class Examinations.

AP SA1 9th Class Model Papers 2023 PDF

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Ap sa2 cba3 english answer key paper 2024 principles of evaluation.

Re-evaluating the place for summative assessment in the classroom

Editor’s Note:

This is an updated version of a blog post originally published on May 14th, 2018

As teachers, we will all often find that the data collected from summative tests is used as a “high-stakes” performance measurement and can contribute to really important decisions being made incorrectly that will affect our children’s futures and our school’s reputation.

This, unfortunately, has resulted in the valuable summative data being demonised as results have been used to “name, shame and blame” (John Hattie – Visible Learning for Teacher, 2012) .

However, these tests do have their place in the classrooms and they do fulfil a useful purpose if they are valid, reliable and fair. They can provide transparent results and prove valuable to plan future learning goals.

What is Summative Assessment?

Assessment of Learning through summative testing, is a formal and narrow snapshot in time that lets teachers, children and others know how well each child has completed a test or exam. It is intended to provide evidence of achievement about how well children are learning and is the more formal summing-up of a pupil’s progress. Research suggests that for some students, these summative tests can be motivating.

This means that summative assessment can be used for making comparisons, identifying trends, reporting on performance, tracking progress and target setting and strategic planning. A grade or percentage can indicate a child’s rank in the class, year group or performance compared to others. It can provide our children, parents and teachers valuable information about each child’s overall performance at a specific point in their learning and provides information about their progress in:

• subject knowledge
• understanding
• skills and capabilities

Why should we be wary of Summative Assessment?

Strictly speaking, summative assessment isn’t really assessment – more precisely it is ‘evaluation’ where we can gather information in order to generate a judgment, a score or a level: this is ‘being graded’ and is summative in nature, judgmental and competitive.

We find that evaluative tests are almost always formally graded and often heavily weighted (although they don’t have to be) and give us information that signposts progress and achievement usually in numerical terms. Although the information that is gleaned from testing is important, it can only help in evaluating certain aspects of the learning process.

This often means that summative assessments can happen too far down the learning path to provide information at the classroom level and to make teaching adjustments and interventions during the learning process.

When should we use Summative Assessment?

So, how do we use assessment to make adjustments during the learning process? For this we use formative assessment and although summative assessment and formative assessment therefore appear to be at opposite ends of the spectrum many teachers work hard to achieve a more positive relationship between the two – they aren’t evil cousins! Both are necessary, both are useful and both can actually work together.

Good tests can also be good teaching and learning devices and so reliable summative tests can have a powerful formative use. The key to improving learning is for teachers to share with children their scores and what these grades or numbers mean in terms of what they have demonstrated they can do and what the next steps to improve their learning will be. ‘Summative’ suggests a ‘summary’ of the final results, but there is no rulebook that says it must happen on the last day.

This means that summative assessments can inform us about what children have learnt, what they may be finding difficult and how we need to adjust our teaching to maximise their learning. Therefore, to be genuinely worthwhile, it is helpful to children if summative assessments are also interpreted formatively before moving on. Summative is not synonymous with ‘done’.

Where teachers use summative tests creatively and formatively it can make a valuable contribution to assessment and learning. A test in itself makes no difference unless the information it generates is acted upon. Ultimately, assessment is only valuable if it changes the way teachers teach and children learn. The most important end user of assessment is the child and to really have any real value and impact, teachers realise that summative tests cannot be divorced from formative feedback. All ‘high-stakes’ tests have formative potential.

How to use Summative Assessment correctly

Hodgen and Wiliam in Mathematics Inside The Black Box (2006) highlight some key ways of using summative tests formatively:

• Give children the mark scheme and ask them to create model ‘full mark’ answers.
• Ask children to identify easy and hard questions then test their ‘hunches’ to others why they think so.
• Ask children to work with a partner or group on questions to produce the best composite answers they can.
• Give pairs of children a test and ask them to produce a more difficult test.

You’ll find that infusing summative tests with formative flavour can pay dividends. We can work more effectively when we link summative assessments together so that children can grow between summative assessments. When we engage in lopsided assessment practice and allow summative assessment to dominate then we naturally get a lopsided view of what children can do!

So, by using a comprehensive assessment approach that balances formative and summative assessment we are provided with more accurate learning/achievement information which brings into focus a much clearer picture of children’s strengths and weaknesses.

Summative assessments have their place in the classroom and they do fulfil a useful purpose if we use them wisely. In the right hands they are full of potential – they are the diamonds in the rough.

References: Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press. Hattie, J. (2012) Visible Learning for Teacher: Maximising impact on learning. Abingdon: Routledge.

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CBSE Class 9 Maths Syllabus 2024-2025: Download New Syllabus in PDF Here

Cbse class 9 maths syllabus 2024-25: check and download the cbse class 9 mathematics syllabus for the new academic session 2024-2025. go through the syllabus to know the latest course structure and examination pattern for cbse class 9 maths..

CBSE Class 9 Maths Syllabus 2024-2025: The Central Board of Secondary Education (CBSE) has released the syllabus for all Class 9 subjects. In this article, we have provided the detailed syllabus of CBSE Class 9 Maths subject to facilitate students' preparation for the new academic session 2024-2025. This updated syllabus serves as a complete guide for the course structure, prescribed content and the criteria of assessment for Mathematics in class 9.

• Curriculum Familiarization: It helps students become familiar with the subjects, topics, and chapters to be covered throughout the year.
• Goal Setting: Knowledge of the syllabus allows students to set academic goals and plan their studies effectively to achieve them.
• Time Management: Knowledge of prescribed weightage and amount of content allows students to allocate time to cover each topic systematically.
• Assessment Preparation: The syllabus provides students with an idea of the expected questions and topics for the examinations, allowing them to tailor their studies accordingly.
• Academic Performance: Being aware of the syllabus helps students track their progress and identify areas where they need improvement, leading to better academic performance.

Therefore, students must be familiar with the latest CBSE syllabus to excel and perform well in the CBSE Class 9 Mathematics exam in the upcoming academic year.

CBSE Class 9 Mathematics Syllabus 2024-2025

Cbse class 9 maths course content.

UNIT 1: NUMBER SYSTEMS

1. Real Numbers

1. Review of representation of natural numbers, integers, and rational numbers on the number line. Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as √2, √3 and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, viz. every point on the number line represents a unique real number.

3. Definition of nth root of a real number.

4. Rationalization (with precise meaning) of real numbers of the type 1/(a+b√x) and 1/( √ x + √y) (and their combinations) where x and y are natural number and a and b are integers.

5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT 2: ALGEBRA

1.  Polynomials

Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Verification of identities:

and their use in factorization of polynomials.

2. Linear Equations In Two Variables

Recall of linear equations in one variable. Introduction to the equation in two variables. Focus on linear equations of the type ax + by + c=0. Explain that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line.

UNIT 3: COORDINATE GEOMETRY COORDINATE GEOMETRY

The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations.

UNIT 4: GEOMETRY

1. Introduction To Euclid'S Geometry

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed phenomenon into rigorous Mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship between axiom and theorem, for example: (Axiom)

1. Given two distinct points, there exists one and only one line through them. (Theorem)

2. (Prove) Two distinct lines cannot have more than one point in common.

2. Lines And Angles 

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O and the converse.

2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. Triangles 

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).

2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).

3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).

4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)

5. (Prove) The angles opposite to equal sides of a triangle are equal.

6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. Quadrilaterals

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.

3. (Motivate) In a parallelogram opposite angles are equal, and conversely.

4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.

5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.

6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and in half of it and (motivate) its converse.

1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.

2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.

3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.

4. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.

5. (Motivate) Angles in the same segment of a circle are equal.

6. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.

7. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its converse.

UNIT 5: MENSURATION 

Area of a triangle using Heron's formula (without proof)

2. Surface Areas And Volumes

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

UNIT 6: STATISTICS & PROBABILITY

Internal Assessment - 20 Marks

Prescribed textbooks for cbse class 9 maths.

• Mathematics - Textbook for class IX - NCERT Publication  
• Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
• Laboratory Manual - Mathematics, secondary stage - NCERT Publication
• Mathematics exemplar problems for class IX, NCERT publication.

NCERT Book for Class 9 M aths (REVISED)

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AP 9th Class SA-1 Question Papers 2022-23 Summative-1 Tel, Eng, Hin, Maths, Science, Social Model Papers PDF

 AP 9th Class SA-1 Question Papers 2022-23 Summative-1 Tel, Eng, Hin, Maths, Science, Social Model Papers PDF

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Wyoming Department of Education

Wyoming Department of Education 122 W. 25th St, Ste E200 Cheyenne, WY 82002 307-777-7675

04-08-2024 WY-TOPP Summative Assessment Window

The WY-TOPP Summative Assessment Window will open April 16–May 10. This includes ELA and Math for grades 3–10 and Science for grades 4, 8, and 10. The writing portion of the assessment will also be available for Virtual Education students. If a student did not complete the writing portion of the assessment during the early testing window that occurred in March, contact the WDE. All writing will be hand-scored and will delay the reporting of the ELA combined score to mid-June.

• Test Information Distribution Engine (TIDE) Manual
• Test Administrator User Guide
• Summative Online Test Administration Manual

Test security is of the utmost importance before, during, and after testing. Ensure all Wyoming Assessment Security Agreements for K–12 Statewide Assessments are completed, and review the Wyoming Assessment Security measures. 

WY-TOPP K-2 Interims (optional) The WY-TOPP K–2 Interim Assessment Window will be open April 16–May 10. This includes ELA and Math for grades K-2. These assessments are an optional opportunity for districts to allow students to take the test. Review the following testing documents in preparation:

• Spring Test Administration Manual

Ensure that assessment security training has been completed and the signed Wyoming Assessment Security Agreements for K–12 Statewide Assessments form has been filed by the district, if participating. Review the Wyoming Assessment Security measures. 

WY-TOPP Modulars (optional) The WY-TOPP Modular assessment window is open through June 13. This includes ELA and Math in grades 1–11 and Science in grades 3 through high school. These assessments are semi-secure and can be used as classroom assessments but not shared with a whole class for instruction. 

Authoring Tool (optional) The Authoring Tool is available for educators to build assessment items within the same platform as the statewide assessments. All Wyoming Content and Performance Standards (WYCPS) and Wyoming Extended Standards (WYES) are listed for educators to utilize in creating classroom and district assessments. Refer to the Authoring User Guide and Authoring Systems Training for more.