Summative Assessment Report

This test is a summative assessment to be administered as an end of topic test in a mainstream year nine mathematics classroom. Propose of this assessment is to ascertain whether students have understood the key concepts of measurement in year 9, thus complying with the curriculum guidelines listed below (Brady & Kennedy, 2011). However, this test is not limited to a year nine class, it can be used for as a summative assessment for an accelerated year eight class or as a diagnostic assessment for a year ten class.

Learning requires bridging expected and actual levels of achievement and dialogue (Boud, 2015). Assessment and feedback can allow teachers to compare the expected and actual level of achievement of students. Additionally, teachers

Traditional forms of assessment, much like the measurement test, is reliable as it should yield the same results regardless of when it is administered (Brady & Kennedy, 2012). To ensure rater reliability, the marking guide has displays how many marks each step is allocated if the question has more than one-mark allocation. It also states where marks need to be deducted, for example, students lose 0.5 marks for not having units in finally answer, and whether students have alternative answers. Certain questions have teacher comments, which the rater should take into account when marking the test. The opened ended questions may cause some issues with marking. Depending on a student’s response the teacher has to make a judgement whether the response demonstrates adequate understanding or not, which may vary teacher to

An authentic assessment goes beyond the constraint of a pre-set questions and allows students to make decisions and demonstrate their skills and knowledge in different ways. Although, the students are hypothetically being applying their knowledge to real-life situations, the nature of it in real life would be more complex. For question 20b, ask students to calculate amount of paint required, in real life there are many factors that will affect that the amount of paint needed, such as type of material or type of paint. Additionally, in real life situation task majority of the time task are performed as groups and a variety of tools that can be used (Lajoie, 1995). Authentic assessment is a powerful tool for engaging students in learning. However, an authentic task for measurement may not be as practical or reliable, since it will require more time than a traditional test and reporting on student achievement may create rater