More handpicked essays just for you.
Summative assessment can be influenced by formative assessment
Summative assessment can be influenced by formative assessment
Summative assessment can be influenced by formative assessment
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Assessment plays an integral part of the teaching and learning process by providing teachers with information on students’ developing mathematical capabilities (Booker, Bond, Sparrow, & Swan, 2010; Reys et al., 2012). Assessment is a daily requirement within the primary school context and when properly developed and interpreted can be used positively to encourage students, provide information to direct and modify teaching and learning activities, provide feedback to students about progress and contribute to reporting (Department of Education and Early Childhood Development [DEECD], 2009; Junpeng, 2012; New South Wales Department of Education and Communities, 2011). This essay will examine formative and summative assessment strategies teachers 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, The data gained from standardised test can be used as evidence to compare mathematical achievement at a state, school or class level but could also be used to diagnose students’ strengths and weakness to refine teaching programs (Reys et al., 2012). Saubern (2010) maintains standardised tests provides teachers with relevant and useable feedback on student achievement and learning, but the timing of the tests and reporting schedule don’t always meet the classroom teacher’s need for timely and current knowledge. One of the main criticisms of standardised tests is they emphasise recalling facts and teachers encourage rote and superficial learning instead of thinking and problem solving skills (Black & Wiliam, 2010;Woolfolk & Margetts, 2010). Standardised tests do not require students to demonstrate their thinking, the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized (Black & Wiliam, 2010; Booker et a., 2010). Perso (2009) argues many Australian students may struggle to read and interpret questions on the NAPLAN numeracy test because they are not taught the literacy skills in their mathematics learning
The Senate Standing Committee on Education and Employment (SSCEE, 2014) handed down its findings on the effectiveness of the National Assessment Program (NAP) in March 2014. While supporting the Australian governments’ ‘efforts to improve educational outcomes for all students’, they concluded that NAPLAN tests were not an appropriate measure for students where English is not their first language and students whose background was culturally diverse from mainstream Australia (SSCEE,2014 ).
Although there have been legitimate arguments supporting the benefits of standardized testing, such as their ability to successfully measure students’ proficiency, in recent years there have been concerns and disadvantages regarding how their misuse poses a serious threat to the American education system. Despite the belief that standardized tests should be used to measure students’ proficiency, there are more reasons outweighing this statement regarding why they shouldn’t be used for this purpose. Not only is this a particular issue with standardized testing, but the tests are becoming more high stakes and are being used unfairly to determine things such as graduation, or placement in a school, resulting in a significant amount of stress and anxiety in students. Testing corporations are also profiting from the design of these standardized tests, while standardized testing is also forcing teachers to all teach the same thing, leading to a lack of creativity in the students. Aside from these arguments, standardized tests have been found to be becoming flawed and have poor design.
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
Maths is a tool needed for everyday life and it is a way of helping children to understand the concepts of the world around them. Using the programmes of study from the National curriculum and the EYFS curriculum for numeracy, Washingwell Community Primary school aim:-
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.
...g against inspection of children's attainment in the formal areas of mathematics and English have passed. Viewing the Early Years Foundation stage (EYFS) (2012) the position that assessment is a fundamental to early years practice can be supported. Set criteria are in place to standardise children's abilities. Standardised and universal summative assessment is described as narrowed down but necessary on a National level to identify any areas for improvement. As a measure, "each child’s learning and development is ‘emerging’, ‘expected’, or ‘exceeding’ against the descriptors for each goal". The goals described are wide and far reaching. From the National Strategies programme Social and Emotional Aspects of Development (SEAD), measuring Self-confidence and self-awareness; Managing feelings and behaviour; and Making relationships and understanding others.
Marshall and Drummond (2006) states that the King’s Medway Oxfordshire Formative Assessment Project (KMOFAP) work examines the four major areas are related to formative assessment including questioning, feedback, sharing criteria with pupil, and peer and self-assessment. The assessment are closely associated with the ‘classroom practices’ that stands for everything that teachers and learners actually do in the schools (Drummond, 2003). Black and Wiliam (1998a, p.16) argued that ‘the quality of interaction learning between [ learner and teacher]...is heart of pedagogy. Teachers need to know their learners’ progress and obstacles in their development, it is necessary for instructors to reroute their work to raise progression and tackle these
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.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
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