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Characteristics of formative assessment and summative assessment
Key elements of formative assessment and how it meets its principal purpose
Characteristics of formative assessment and summative assessment
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Introduction:
Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.
-Black and William, 1998b, p. 140
This conclusion from influential review of research by Black and Wiliam (1998a, 1998b) on formative assessment has changed the face of assessment in current education system. This comprehensive review emphasises the potential of assessment in raising standards i.e. assessment for learning (AfL). During research, it was found that pupils gain achievement when teachers rely on formative assessment/s. Another outcome from their study claims that certain formative assessment practices greatly increased the achievement of low-performing pupils.
Summative assessment can be defined as summary assessments of individual pupil performance including tests, examinations and end-of-year marks. It can be used for promotion, certification or admission to higher levels of education. In contrast, formative assessment draws on information gathered in assessment process to identify learning needs and hence adjusting teaching accordingly. Summative assessment is also referred as assessment of learning whereas formative assessment, as assessment for learning.
The reason for raised importance of assessment derives from the increasing realisation of the value of continuous assessment in informing teaching and improving learning. In this essay, a brief description of the main features, principles and strategies that underpin the concept of both types of assessment has been discussed. Findings about their impact and effect on teaching and learning are presented. In the earlier section of this paper, rationale of assessment of learning and assessmen...
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...ting Formative and Summative Assessment: Progress Toward a Seamless System?”. OECD Education Working Papers, No. 58,OECD Publishing.
MacPhail, A. and Halbert, J. (2010) ‘ “We had to do intelligent thinking during recent PE”: students’ and teachers’ experiences of assessment for learning in post-primary physical education’. Assessment in education: principles, policy & practice, 17(1), 23-39.
Perrenoud, P. (1991). "Towards a Pragmatic Approach to Formative Evaluation," in Penelope Weston, ed., Assessment of Pupils' Achievement: Motivation and School Success. Amsterdam: Swets and Zeitlinger.
Webb, M. and Jones, J. (2009) ‘Exploring tensions in developing assessment for learning’. Assessment in education, 16(2), 165-184.
Working Group on 14–19 Reform ( 2004b ) . 14–19 curriculum and qualifications reform: final report of the Working Group on 14–19 Reform.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative
This article, initiated by the Assessment Group of the British Educational Research Association, focuses on how improving formative assessment raises standards and how there is still room for improvement. It discusses the importance of self and peer assessments and effective teaching. They also identified four ways to implement classroom policies to improve formative assessment.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Analysis – formative assessment will help with assessing students’ understanding of the concepts that were taught in today’s lesson. It will also help make judgements about students’ learning, and adjust instruction.
Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct but teachers also need to provide students with feedback. Feedback gives students a better idea of what concepts they need to work on in class. There are many ways to integrate formative assessment and feedback into the classroom.
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online]
Some teachers only think of summative assessments that are used for reporting grades. When used this way, assessments do not lead to learning. If teachers will effectively use formative assessments to provide students with timely feedback and individualize instruction based on assessment feedback, it will result in enhanced learning (Brink & Bartz, 2017). In order for this to happen schools need to develop a culture of formative assessment. Teachers need to be trained in the use of formative assessments and administration will need to cultivate this change in culture (Brink & Bartz,
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
Formative assessment is a collection of practices that lead to some action that improves learning. It is the use of the information gathered, and how it is used to adjust teaching and learning that makes it formative. A study by Black and William (1998a, 1998b) revealed that the largest achievement gains used classroom discussions, classroom tasks, and homework to determine student learning and the action that would be taken to improve learning and/or correct misunderstandings, descriptive feedback with guidance, and students developing self- and peer-assessment skills. Formative assessments are a powerful tool for teachers and students alike. Some examples of formative assessment include summarizing activities, questioning, conferences, and response journals (Chappuis, 2009). Another type of assessment is summative assessment. Summative assessment provides evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. It is also used to determine how much students have learned at a particular time such as at the end of a nine
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
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