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    Summative Assessment

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    help students use assessment as a window into their own growth and identify as learners so, they develop the power and agency necessary to take charge of their learning (Tomlinson, 2010). Summative assessments are a mirror to student thinking. Summative assessments help teachers and students see a trajectory of their learning. Teachers can use them to identify which students are ready for other tasks; and which students need more time to develop specific concepts. The assessment that we administered

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    Educational Assessment Assessment in education is the method of collecting, deciphering, documenting, and using information about students’ responses to an educational task. Two of the most common assessments are summative and formative. Formative assessment is informal and offers timely intervention and feedback. Formative assessment, utilized at varying times throughout a course, provides information about what the student needs to practice, have re-taught, and needs to learn next. Summative assessment

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    Assessment is an important aspect in teaching. It allows teachers to gauge learner progress and development. It also helps teachers to measure their performance as a teacher and whether their teaching methodologies and transformation of the content knowledge to the learners are effective. This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. The two main

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    Assessment of and for learning. A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches

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    refer to assessment as any activity undertaken by teachers or students to provide evidence of the progress in learning. There are two types of assessment, summative and formative. Summative assessment is a clear method in which to record a pupil’s progress. This form of assessment is usually carried out after a certain period of time, usually in the form of an exam, to determine how well a pupil has understood the required information and they are then assigned a grade. Formative assessment, on the

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    Assessment methods can be described as being either Formative or Summative. Formative assessment is utilised as a method of continuous monitor through incorporating it into daily teaching practice and is fundamental the teacher’s responsibility to implement. This type of assessment therefore provides the perfect opportunity for teachers and learners to discuss the learning which took place and be able to identify areas of teaching/learning strategies that could require amendments. Summative assessment

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    students who have not met the objectives of that day. It is at times like this where assessment is essential in establishing an idea of pupil attainment, evaluation of teacher planning and a starting point to improve the pupil’s learning experience. Summative and formative assessments are of course the most used forms of assessment (among others) in the classroom. Assessment for learning or formative assessment seems to the one form most successfully used in the classroom. In his book How to be a

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    In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners. What is pivotal in assessment

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    into two distinct categories. First there is summative testing. Summative assessments are formal tests that are constructed by professionals to compare students with other students. Summative tests are used to measure outcomes of learning over time and can be criterion or norm referenced. Comparatively assessments can also be informal. Informal assessments also known as formative are generally constructed by the student's teacher. Formative assessments are a great resource to see where a student is

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    providing plenty of practice opportunities. I believe that the formative and summative assessments that I used throughout my lesson provided the information Mrs. Anderson and I hoped to get out of this small unit. 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

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    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

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    Definition of Formative and Summative Assessments When one thinks of the term assessment, they will most likely think of a test. This is what we know as summative assessment. Summative assessment can be defined as evaluation of student learning at the end of a unit (Formative vs. Summative). 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

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    Assessment “Children do not always learn what we teach. This is why the most meaningful assessment does not happen at the end of learning- it happens during the learning when there is still time to do something with the information” ( Wiliam, 2011). To me, this quote reflects a big part of the meaning of assessment. Assessment is the process involving measuring the learning and performance of students or teachers. It involves documenting, usually in measurable terms, knowledge, skills, attitudes

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    MID-TERM ASSIGNMENT ASSESSMENT TERMS 1. Alternate Assessment Alternate assessments are a different form of ways to assess students with the most severe cognitive disabilities. They also provide aid for students with disabilities who may need different ways to access assessments, alternate assessments are included in the educational system. Alternate assessments are generally for students that are unable to take general state tests even with accommodations. There are multiple different types of

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    When it comes to assessment, it is imperative that these are quick, oral, and effective. There are two forms of this assessment: formative and summative. The goal of formative assessment is to monitor each student’s progress and making sure they understand the concept. When testing summative, this occurs at the end, meaning evaluating and comparing a child’s progression from a particular benchmark. With

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    When using the term assessment, one tends to think of traditional schooling where quizzes and tests were used to determine a person’s intelligence. An assessment is the gathering information about a person’s knowledge using different kinds of evidence (Wright, 2010, p. 93. Puckett & Black, 2008, p.9). In the modern education system, the styles of assessment vary between schools, states, and countries. Traditional assessment investigated what students’ strengths and weaknesses were, and focus

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    variety of assessment methods provide a structure for identifying and comparing that which is learned and are found in every definition of education. In the current landscape of formal education, standardized summative assessments “lack alignment and authenticity, yet ... remain the dominant force driving education systems (Clarke-Midura, Dede, 2010). Through the use of digital portfolios that include multiple review perspectives, and structures that support learner reflection, assessment can be both

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    The formative assessments that will be used throughout this lesson are direct observations, student participation, and collection of the Fairy Tale Maps. I will use the direct observations to elicit direct feedback, by looking at what the students are completing and then giving them feedback accordingly. I will walk around and see how the students are doing on the task they were asked to complete. Based on what I observe, I will be able to see which students are able to complete the task and which

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    Formative assessments are imperative to making adjustments when teaching, while summative assessments give educators information on how effective the curriculum is. However these assessments would be unavailing if data is not collected, analyzed, and presented correctly. Data plays an essential role in teaching, as it allows educators to apply the information they collect into their classroom, but not all teachers collect data or provide feedback effectively. However, after completing the class readings

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    Summative assessments are vital for educators as they provide data for teachers, schools, and at the higher levels, the state, but these assessments typically are not frequently administered. However, while summative assessments are high-stakes assignments and tests, formative assessments have less weight in reference to a student’s overall grade. These low-stakes assessments can be administered either formally or informally, but no matter the way they are conducted, these assessments provide feedback

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