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Purpose and characteristics of formative and summative assessment
Key elements of formative assessment and how it meets its principal purpose
Purpose and characteristics of formative and summative assessment
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The Effects of Daily Formative Assessments
In Ninth-Grade Remedial Algebra I Courses
I. Overview of Assessments
A. History of Change
1. Interest in using assessments to shape day-to-day lessons, rather than a final check on student understanding grew in the 1960’s and 1970’s. Schools recognized the limited value of summative assessments (Cavanagh, 2006).
2. In 1967, Scriven presented formative evaluations as the evaluation of an ongoing and malleable educational program and Bloom, in 1969, attempted to transfer the term formative from evaluation to assessment (Dunn & Mulvenon, 2009).
3. In the 1970’s, effective teaching practices started being examined (Marzano, Pickering & Pollock, 2001)
B. Formative or Summative?
1. Formative assessments have been defined many different ways since 1998, say Dunn and Mulvenon, in Let’s Talk Formative Assessment…and Evaluation? Because of these many definitions, there is a lack of research. The methodology, data analysis, and use of the results of an assessment determine whether it is formative or summative (Dunn & Mulvenon, 2009).
2. Educators did not fully know how to use the power of both summative and formative assessments in education (Dunn & Mulvenon, 2009).
3. Students pay more attention to the grade of a summative assessment than to the written or oral feedback comments (Brookhart, p.58)
4. Emphasis on the use of formative assessments has grown over the last few years (Dunn & Mulvenon, 2009).
5. Formative and summative assessments need problem-solving rubrics to help students organize their thinking (Brookhart, p. 122).
6. Students need to set interim goals that are achievable and concrete (Willingham, p. 144).
7. Marzano (2007) states “the effects of formative asse...
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...ssociation for Supervision and Curriculum Development.
McEwan, E. K. (2002). 10 traits of highly effective teachers: how to hire, coach, and mentor successful teachers. (pp. 74-76). Thousand Oaks, California: Corwin Press, Inc.
Ward, D. (2014, 3 06). All in learning: growing student success daily. Retrieved from
http://www.allinlearning.com/news/
Willingham, D. T. (2009). Why don't students like school? a cognitive scientist answers
questions about how the mind works and what it means for the classroom. (pp. 3-144). San
Francisco, CA: Jossey-Bass.
Winstone, N., & Millward, L. (2012). Reframing Perceptions of the Lecture from Challenges to
Opportunities: Embedding Active Learning and Formative Assessment into the Teaching
of Large Classes. Psychology Teaching Review, 18(2), 31-41.
...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.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
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.
She reviews the history of summative assessment in the United States starting in the late 1800s. She explains that there are two basic forms of summative assessment 1) “Teacher judgment in the form of grading classroom summative assessments and assigning report card grades” and 2) “External testing for scientific, program, and institutional evaluation purposes”. She reviews the history of teacher judgment and explains that there is a lack validity and reliability of these judgements which is why the use of standardized testing has been preferred in the United
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
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.
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
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.
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
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...
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students
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.