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The importance of assessment in learning
Characteristics of formative and summative assessment
Characteristics of formative and summative assessment
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2.1 Assessment
Assessment and evaluation both describe a process of collecting and interpreting evidence for some purpose. (wayne Harlen. 2007)
As brown said in his book "teaching by principle" on 1994 assessment is the necessary element for effective teaching. He said testing has negative meaning and make stressful atmosphere in the class informal assessment give learner freedom to experience and try out their own hypothesis about lg without feeling judged
On the other hand every time learners answer a question, make a comment or use a new word or structure and teacher can evaluate student's performance is assessment. in recent years the view toward educational assessment changed noticeably. Assessment and student learning showed inseparable
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Teacher more commonly refer to this form of assessment as formative to indicate that children's ideas and understanding shaped.
2.3 AOL
Devis Hayes in 2010 referred to AOL as summative assessment. Summative assessment are the test which is given at the end of the lesson or semester and also at the end of school year to find out what has been learned summative assessment used to determine the purposes. (Erin D,Caffrey_2009)
2.4 Standardized test The standardized test is perhaps the best known example of a summative assessment ( A lassoed, gy, Micheal, Riverta Wilon,2008)
The Johnson center (child health and development) defined standardized test as " a test that is given in a consistent or "standard" manner.
Standardized tests are designed to have consistent question, administration procedures, and scoring procedures when a standardized that is administrated, is it done so according to certain rules and specification so that testing conditions are the same for all test takers.
As Haladyna and Downing and Rodriguez(2002) mentioned generally standardized tests are as sample of good tests. The definition of good test according to Harris (1989) and Brown (1987) include tree elements _ reliability , validity and practicality (as cited in sofendi,
Standardization is the processing of making sure tests are uniform and non-bias. If this exam has not been standardized, then it is not a fair measurement of that student's knowledge about the subject. Tests must be based on facts only.
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
A standardized test is any form of test that requires all test takers to answer the same questions in the same way and is scored in a “standard” or consistent manner. This makes it possible to compare the performance of students or a group of students. First off, there
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
Throughout one's educational career, students are required to take standardized tests to show their progress and if they meet certain requirements they could qualify for higher educational opportunities. Some common standardized tests include: Scholastic Aptitude Test (SAT), American College Testing (ACT), Medical College Admission Test (MCAT), Missouri Assessment Program (MAP), and Virginia Standards of Learning (SOL). Standardized tests are designed so that each person taking the test has the same chance to do well, so that the scores can be compared to one another. There are many positive and negative results from standardized tests. It can be difficult to see if the standardized testing is beneficial or a hindrance.
The purpose of assessment is to ensure that the tutor has a clear understanding of their learners and their individual needs. In education there are two different terms of assessment Norm-referenced and criterion-referenced assessment. An example of Norm-referenced assessment is an A-level or GCSE format which compares other candidates with each other and the marks being compared with the norm or average.
Standardized testing is a down fall to many students but also an opportunity for many others. Standardized testing has its pros and its cons. It can be the make it or break it factor into getting into colleges you are hoping to attend or the scholarships you want to earn. Some people may have their opinions about the test, whether they hate it or not but the fact is that it’s here to stay.
Pinellas School District, & Florida Center for Instructional Technology. (n.d.). Formative vs. summative assessments. In Classroom assessment. Retrieved from http://fcit.usf.edu/assessment/basic/basica.html
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
Solley, B. A. (2012). On Standardized Testing: An ACEI Position Paper. Childhood Education, 84(1), 31-37. Retrieved December 3, 2012, from http://dx.doi.org/10.1080/00094056.2007.10522967
There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment. (Sieborger, 1998)Thus educators tend to make use of multiple assessments to establish a fair and just measurement of the learner’s capability. This essay will extensively describe and analyse the tensions between the two methods of assessment: Summative assessment and Formative assessment and further reflect on their ability to integrate.
Assessments are according to Edglossary.org (2014), “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning process, and skill acquisition of students”. Assessments can be used to identify several important aspects of learning and development. First, they can be used to distinguish a child’s strengths and weaknesses as well as measure specific knowledge and skills. Assessments can also be used to demonstrate what a child has learned and what they understand (“Assessment,” 2014). My opinion of assessment has not changed; however, now I understand how to use assessments that will help ensure that I am providing the most benefits for my students.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.