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summary about summative and formative assessment
summary about summative and formative assessment
summary about summative and formative assessment
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ASSESSMENT INSTRUMENTS - OVERVIEW
Formative Assessment
The Formative Assessment consists of a tear out exercise for you to complete and submit as part of your Portfolio of Evidence. This activity has been designed around the specific outcomes of your unit standards, and will assist in showing areas where you may need more help, as well as where your strengths are. Upon completion of the test, submit this as your Formative Assessment.
Summative Assessment
The Summative assessment is the assignment and or project to be completed after the contact session and is attached to this page. The Summative assessment must often be completed in consultation with your Line Manager / Coach. You may also consult with work colleagues. This is not “cheating” and it
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8964 Write for a defined context Level 2 5 Total credits for Core Unit Standards 36
Core Level Credits
123166 Apply health and safety practices in the wool and mohair fibre industry Level 2 4
123153 Apply quality assurance in the wool and mohair fibre industry Level 2 10
123152 Bin and blend wool and mohair fibres Level 2 8
123250 Compress wool and mohair bales Level 2 4
123150 Core and grab wool and mohair samples Level 2 10
8494 Demonstrate an understanding of HIV/AIDS and its implications Level 2 4
123144 Demonstrate an understanding of the wool and mohair fibre industry Level 2 4
123151 Dispatch and ship wool and mohair bales Level 2 6
123155 Display wool and mohair samples for pre-auction evaluation Level 2 2
123168 Receive and register bulk wool and mohair bulk fibre Level 2 6
123171 Store wool and mohair bales Level 2 4
123147 Weigh and slit wool and mohair bales Level 2 4 Total credits for Core Unit Standards 66
Electives Level Credits
116932
Operate a personal computer system Level 1 3
14339
Identify and maintain the types of records required in own industry and understand why it is necessary to create evidence and maintain confidentiality Level 2 5
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online]
...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.
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
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.
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.
Participation in external professional development, professional reading and shared professional discussion of formative assessment strategies and techniques. Development of physical resources to support the implementation of strategies.
For more than 20 years, formative assessment has been highly researched and even accredited as a critical part of a teacher’s pedagogy. In the last decade it (formative assessment has become something of a buzzword and in some cases a mandate in k-12 schools across the country. Formative assessment can be defined as a part of the instructional process intended to gather information and provide feedback for both students and teachers that allow for needed
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Teachers use formative assessments in the classroom to help determine when and how to modify adapt lessons to better serve students. Some examples of formative assessments are questioning, discussions, exit/admit tickets, bell ringers, homework, and quizzes. Formative assessments can be graded, but they are typically ungraded and do not effect a student’s grade. When ungraded they are for the sole purpose of monitoring student progress. It is important to be able to determine whether or not students understand a concept. Do you need to back up, try a different approach, or is it time to move on? Formative assessments
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.
...ype of record is important to a company in way form or another. Companies evaluate the importance of each record and how it should be stored with the company. You have to ensure that the “electronic record is stored on electronic storage media that can be easily accessed or change; an image record is a digital or photographic representation of a record on any medium; electronic media include magnetic and optical media.”(373) Besides know what electronic records are you have to know how to “safeguard records against intentional and unintentional destruction or damage, and protect record confidentiality; microforms are photographic documents storage media; and RIM software may be used with both electronic and image media.”(373)
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.