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Summative Assessment Case Study

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Recommended: Characteristics of Formative and Summative Assessments

Question #1 • From a traditional perspective, describe formative and summative assessment. • From a contemporary perspective, describe formative and summative assessment. When responding to these prompts, make sure to elaborate on all of the characteristics of summative and formative assessments. Additionally, in the description from both perspectives, describe which characteristics summative and formative assessments share (if any) and what characteristics make summative and formative assessments unique from one another. How formative and summative assessments are thought of has changed over time. Traditional and contemporary perspectives of these forms of assessment are vastly different. Traditionally, formative and summative assessments …show more content…

In the contemporary perspective, formative assessment feedback is used to improve learning and performance by correcting what is wrong and to encourage pointing out things a student had not discerned. This is to say that formative assessment intended to contribute to learning by integrating a feedback cycle regarding the students’ current performance. This requires summative assessment, the judgment of a students’ mastery of content against a criteria or standard at a certain point to take place prior to feedback being able to be given. This, therefore, causes a summative assessment to be necessary to all assessments since judgment according to standards or criteria is needed to occur so feedback on how knowledge or work can be improved is required. This interdependency allows for many assessments to be both simultaneously formative and summative in nature. For example, an assignment can be both summative since it is graded and formative because written feedback is given. Thus, there is a fine line separating formative and summative assessment in the contemporary perspective. The only difference between formative and summative assessment is how the data collected is used. An assessment may be uniquely summative in which the assessment stops at the judgment. On the other hand, a formative assessment cannot occur without summative assessment …show more content…

More specifically, they argue that instruction and assessment could be enhanced by further clarifying learning objectives along a knowledge dimension. Using appropriate terminology, respond to the following prompts: • What are the deficiencies of a one-dimensional taxonomy of educational objectives, per the readings and classroom discussion? • What are the subtle and overt characteristics that differentiate the four knowledge domains? Bloom’s Taxonomy of Educational Objectives was designed to classify learning objectives, in aims of facilitating the exchange of test items among professors to reduce the preparation time needed to prepare exams every semester. Additionally, the classification system created a common language about learning goals across subject matter and grade level. This standardization in language was effective in increasing the ability to assess what learning outcomes were measuring and illustrating the breadth and or lack of breath of learning outcomes across different learning dimensions for different courses, as well as help teachers focus on developing students’ cognitive processes and knowledge types rather than teaching to statewide standardized tests. Despite these advancements, the one-dimensionality of the

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Formative assessment will also take place during student demonstrations of working problems, in which case, formative assessment questions posed could allow for the analysis of other ways to achieve the answer as well as other solutions. At the end of the

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). By showing them passion and being enthusiastic I would motivate them to achieve their targets. Wallace (2006), states that if outcomes are not achieved by students the lesson is not achieving the primary purpose. This is why assessing plays a significant role in the learning process. Formative assessment gives feedback about the learners’ progress through the course and a summative assessment is carried out at the end of the course and this is a formal way to check if the learner has met the outcomes of the course (Gravells 2014).

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Formative assessments tools will be used in combination with summative assessments to evaluate student learning, knowledge, proficiency, or success at the conclusion of each topic / unit. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment will include unit specific exams and final cumulative test. Upon completion of English language classes and healthcare training participants will be eligible to take the New York State Certified Nursing Assistant Exam or the Home Health Aide Exam.

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The summative assessment has two parts. The first focuses on students expressing their thought process in an interview- like assessment. By doing this, students are asked to justify their thinking, convince the assessor why they are correct, and think critically about the problems given to them. This will allow the assessor to ask the question why, something a written test cannot do. Having students explain this why asks them to pull from all they learned in this past unit.

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Context and Unit Description For this essay, students will be completing work from the unit titled ‘Place and liveability’, addressing all content and outcome requirements from the Australian Curriculum: 7-10 Geography. The following are examples of what students will be capable of identifying at the completion of the unit: 1) Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) 2) The influence of accessibility to services and facilities on the liveability of places (ACHGK044) and 3) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations,

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I think there should be an increase in formative assessment testing after each concept is taught to see if the student is retaining the information and meeting the standards for his/her level which then helps formulate a realistic and effective

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After reading the text it is clear that assessment is a part of counseling. According to our text assessment should be applied through out the counseling process. We must begin by initially assessing the client’s problem(s). This simply means that we must use both formal and informal assessment to get a good and accurate understanding of the individual’s problem. I believe that this is the most crucial part of assessment in the counseling process because if you do not have an accurate understanding of the problem it will negatively impact your counseling.

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Additionally, he emphatically states, “Common Core standards both for mathematics and English language arts and literacy are clear in their focus on what students are to learn” (103). Newman and Roskos argue, “A common set of standards ensures that all students are able to have the skills and prepare them for a career or post-secondary education” (10). In general, the research on the Common Core methods, standards, assessments, and achievement are being met in a positive manner by educators. In Georgia, it is hoped the new Milestones Assessment System will move the focus away from test scores alone, and instead capture the progress of student learning (Hall 1). A significant shift in the new Common Core versus the former Georgia Performance Standards is the expectation for all students being college and career ready as they

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After an orientation, students are familiar regarding standardized testing and other prerequisites and course requirements. If students will be tested using a standardized instrument the teacher will have less flexibility in choosing the material proposed to be covered in a course. In order to achieve maximum success on the test, course objectives and lessons will need to closely align with the intended test students will

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Concept attainment is an inquiry-based instructional strategy that is suitable for teaching notions that have an open set of attributes. Concepts have a name, a definition, examples, and critical attributes or characteristics. They are also ideas or abstractions that are formed by putting data into observable categories (Lemlech, 2010). The primary point of this model is to allow students to create their own definitions and understanding.

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Knowing what will be on the tests, the teachers save a significant amount of their time from choosing what concepts to teach (Walberg 3). Without referencing test essentials, teachers may go off topic or skip important concepts. Testing scope makes it easier for teachers to plan a syllabus for yearly instruction that covers all the lessons the students need to learn within the semesters (Rose 3). It is crucial to lecture students about what they need to know, not just what their teachers like to talk about. As teachers free their time from planning what to lecture, they can ponder better methods of teaching.

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ANALYSE THE EFFECTIVENESS OF ASSESSMENT METHODS IN RELATION TO MEETING THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 6.2 Race, P. (2009) says “we need a richer mix of high-quality assessment formats, and we also need to decrease the overall burden of assessment for ourselves and for our students. We need to measure less, but measure it better.' Using a variety of assessment methods gives students more scope to demonstrate their knowledge and skills across a range of contexts. By adopting a wider catalogue of assessments I can also help support students who may for one reason or another be underprivileged by the extensive use of particular assessment formats.

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Summative Assessment: Prompts Respond to each prompt in a Google Doc. You will be handling this task in through turnitin.com. Remember to be specific, clear and detail oriented. Use the formative feedback as a guide to better your writing. Identify a theme in the story.

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I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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