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Summative And Formative Assessments Pdf

summative and formative assessments pdf

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Formative assessment , formative evaluation , formative feedback , or assessment for learning , [1] including diagnostic testing , is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. Formative assessment or assessment for learning involves a continuous way of checks and balances in the teaching learning processes Jeri, The method allows teachers to frequently check their learners' progress and the effectiveness of their own practice, [5] thus allowing for self assessment of the student.

Formative vs Summative

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Janet Looney. Download PDF. A short summary of this paper. Student assessment has taken an increasingly prominent role in education policy in OECD countries. As the majority of OECD countries have decentralised education systems so that schools may better shape provision to meet local needs, many countries and regions have also developed large-scale assessments to monitor student and school performance.

Schools are held accountable for helping students to meet central standards, as measured by these national or regional assessments. Policy makers and school leaders also use the assessment data to identify strengths and weaknesses in student and school performance, and to improve the quality of teaching and learning.

Classroom-based "formative assessment" has also taken on an increasingly important role in education policy in recent years. Formative assessment refers to the frequent, interactive assessment of student progress to identify learning needs and shape teaching OECD, Black and Wiliam's review of rigorous quantitative studies established that formative assessment methods and techniques produce significant learning gains -according to their analysis, among the largest ever identified for educational interventions.

Moreover, a few studies have shown the largest gains for students who had previously been classified as low achievers. Formative assessment, which emphasises the importance of actively engaging students in their own learning processes, resonates with countries' goals for the development of students' higher-order thinking skills and skills for learning-to-learn.

It also fits well with countries' emphases on the use of assessment and evaluation data to shape improvements in teaching and learning. A long-held ambition for many educators and assessment experts has been to integrate summative and formative assessment more closely so that data from external assessments used for system monitoring may also be used to shape teaching and learning in classrooms, and in turn, classroom-based assessments may provide valuable data for decision makers at school and system levels 2.

Currently, however, there are important technical barriers to this kind of seamless integration. Typically, data gathered in large-scale assessments are not at the level of detail needed to diagnose individual student needs, nor are they delivered in a timely enough manner to have an impact on the learning of students tested. There are also challenges related to creating reliable measures of higher-order skills emphasised in standards and curricula, such as problem solving and collaboration.

High stakes associated with external assessments, such as the threat of school reconstitution or shut down are intended to focus teachers' attention on educational standards and priorities, but they may also undermine innovative approaches to teaching, including formative assessment. There is evidence that teachers are more likely to "teach to the test" when assessments are perceived as having high stakes.

At the same time, OECD countries have paid scant attention to the role of teacher appraisal as a means for monitoring the quality and impact of teaching and classroom-based assessment.

As a result, there have been few efforts to develop valid measures of teachers' teaching and assessment practices Herman et al. While acknowledging some of the limits of current assessment technologies and practices, the overall message of this report is very positive, as there are a number of promising developments in the field.

These include efforts to develop more coherent and coordinated assessment and evaluation frameworks. There is also ongoing research and development aimed at improving testing and measurement technologies -several of which are also aimed at improving classroom-based formative assessment practices.

The following section Section 2 provides an overview of international research on formative assessment and evidence of its impact on student learning. It describes the elements of effective classroombased formative assessment, and provides a foundation for understanding policy and school environments that support successful practice. Section 3 provides an overview of broader assessment frameworks that are part of standardsbased frameworks in OECD countries.

While systems share many key features -combining external assessments with support for internal, classroom-based assessment and school self-evaluations -there are also variations in design and approach. Different OECD countries use a variety of policy levers to promote and support classroom-based formative assessment. This overview, along with the discussion in Section 2, helps to set the context for the subsequent sections. Section 4 is, in many ways, at the core of this report.

The focus is on some of the technical barriers to closer integration of classroom-based formative assessment with large-scale, standards-based assessments. Close examination of current barriers is vital for development of new assessment technologies. The fifth section briefly examines how teacher appraisal might support more effective and systematic practice of classroom-based formative assessment, while the sixth section focuses on approaches to strengthening the links between large-scale, standards-based assessments and classroombased formative assessments.

Section 7 concludes the report. It sets out broad policy implications of the discussion, and proposals for stronger integration of formative and summative assessments, with the ultimate goal of improving student achievement.

The concepts of "formative" and "summative" assessment are, of course, central to this report 3. Summative assessment refers to summary assessments of student performance -including tests and examinations and end-of-year marks.

Summative assessments of individual students may be used for promotion, certification or admission to higher levels of education. Formative assessment, by contrast, draws on information gathered in the assessment process to identify learning needs and adjust teaching. Summative assessment is sometimes referred to as assessment of learning, and formative assessment, as assessment for learning.

Scriven first suggested the distinction between formative and summative approaches in reference to evaluations of curriculum and teaching methods. He suggested that evaluators could gather information early in the process of implementation to identify areas for improvement and adaptation, and at successive stages of development. Soon after, Bloom and Bloom, Hasting and Madaus took up this idea, applying the concept to student assessment in their work on "mastery learning".

They initially proposed that instruction be broken down into successive phases and students be given a formative assessment at the end of each of these phases 4.

Teachers would then use the assessment results to provide feedback to students on gaps between their performance and the "mastery" level, and to adjust their own teaching to better meet identified learning needs Allal, Formative assessment is now seen as an integrated part of the teaching and learning process, rather than as a separate activity occurring after a phase of teaching Allal, Allal, , Audibert, ;Perrenoud, It encompasses classroom interactions, questioning, structured classroom activities, and feedback aimed at helping students to close learning gaps.

Students are also actively involved in the assessment process through self-and peer-assessment Sadler, Information from external tests or from school inspections may also be used formatively to identify learning needs and adjust teaching strategies. The crucial distinction is that the assessment is formative if and only if it shapes subsequent learning Black and Wiliam, ;Wiliam, In describing assessment policies, several country reports use the term "continuous assessment" or "ongoing assessment" to refer to frequent assessment of student progress which may refer to both formative and summative assessments.

However, the reports do not provide information on country or regional policies to promote these classroom-based assessments. The ZPD is the difference between what the student is able to do with help and what he or she can do without guidance.

This is also a key concept in formative assessment Griffin, In their seminal review of the research on classroom-based formative assessment, Black and Wiliam studied the impact of different approaches and techniques on student learning 5.

Their review draws on international sources, covering learners ranging pre-school to university. Evidence of impact was drawn from more than 40 studies conducted under ecologically valid circumstances that is, controlled experiments conducted in the student's usual classroom setting and with their usual teacher. They included studies on effective feedback; questioning; comprehensive approaches to teaching and learning featuring formative assessment, such as mastery learning in which, as noted above, the concept of student formative assessment has its origins ; and, student self-and peer-assessment.

Drawing upon the evidence gathered for the review, Black and Wiliam concluded that the achievement gains associated with formative assessment were among the largest ever reported for educational interventions, and if replicated across a countries, would "increase in the score of an "average" ranking, as measured by the international Trends in Mathematics and Science Study TIMSS to ranking among the top five countries".

The Black and Wiliam review also found that formative assessment methods were, in some cases, particularly effective for lower achieving students, thus reducing inequity of student outcomes and raising overall achievement. Several OECD countries now promote formative assessment as a key strategy for meeting goals for quality and equity see Section 3. Assessment has traditionally been thought of as separate from the teaching and learning processfor example, a test or examination coming at the end of a study unit.

Initial work on formative assessment changed this approach somewhat by incorporating tests within study units, for example, when students had finished working on a specific learning activity, in order to allow teachers to diagnose learning needs and adjust teaching at that point.

The assessments were nevertheless still seen as being separate from normal classroom activities. In the early s, Audibert suggested that formative assessment might be incorporated into daily teaching activities, allowing teachers and students to adapt teaching and learning on an ongoing basis.

Formative assessment is thus seen as an integrated part of teaching, learning and assessment. Audibert proposed that this approach would allow students to engage in conscious reflection of the learning process, as well. Classroom cultures are also important to effective formative assessment practice. They encompass relationships between and among students and teachers, as well as beliefs about learning and learners.

As Shepard and colleagues caution, adopting the techniques of formative assessment without any corresponding shift in philosophy is likely to undermine efforts. Similarly, students need to develop new understandings of themselves as learners. A key issue that emerged in the OECD's international study on formative assessment as practiced in exemplary classrooms was the importance of helping students to feel safe to take risks and make mistakes in the classroom.

Students are thus more likely to reveal what they do and do not understand and are able to learn more effectively. Several studies have shown that feedback is most effective when it is timely, is tied to criteria regarding expectations, and includes specific suggestions for how to improve future performance and meet learning goals.

It is also important to "scaffold" information given in feedback -that is, to provide as much or as little information as the student needs to reach the next level.

Feedback that is non-specific e. On the other hand, feedback that provides guidance on how to improve performance has a positive impact on learning. Feedback focused on the learning process rather than the final product, and which tracks progress over time, has also been found to be more effective. PISA , which focused on reading literacy of 15 year olds, found that students who had learned to manage their own learning processes tended to perform better on the PISA reading literacy scale OECD, Other studies focus on the timing of feedback.

Feedback is most effective when it is provided within minutes or even seconds -or at the most, within a period of days Wiliam, At the same time, feedback should not be provided too rapidly -i. Effective questioning techniques help to reveal students' level of understanding and identify possible misconceptions in contrast to questions that are designed to elicit a "yes" or "no" response or that stress recall rather than reasoning processes provide little information on the student's level of understanding and may hide errors in thinking.

Questions may explore students' understanding regarding the direction of causality in a process they are just learning about, or "why" questions, will help to reveal possible misconceptions. Teachers may also guide students toward deeper understanding of a subject through extended dialogues that build on a series of questions OECD, Students may develop and deepen knowledge by generating their own lines of questioning Williams and Ryan, Teachers may also gain insight into student thinking through observation, review of written work products and portfolios, student presentations and projects, interviews, tests and quizzes Shepard, These varied views on student work over time and in different contexts allow teachers to identify patterns in thinking and problem solving.

A fundamental goal for formative assessment is to help students develop skills for self-and peerassessment Sadler, Teachers establish clear learning goals and share criteria for assessing the quality of work with students. Students thus develop skills to monitor their own work so they can gauge how well they are doing in relation to a set standard. They may develop new understandings of who they are as learners, and strengthen self-efficacy belief in the ability to accomplish specific tasks.

Types of summative assessment and formative assessment

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Janet Looney.

In addition to assessing student mastery of program learning outcomes, faculty must also assess student learning at a formative level and make program improvements based on the results of these formative assessments. Summative assessments measure students' mastery of the learning outcomes mastery at the level expected for the degree. For information about basic requirements for the annual assessment of student learning, click here , or download the documents posted below. It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Home University Assessment Committee.

The literatures showed that the important of assessment has brought so significance works and studies. They, especially EFL teachers should not determine by the test as the only gear to measure learning outcomes, using formative as assessment for learning is better proposed and understood rather than spotlighting the assessment of learning. It is then suggested for EFL teachers, they should immense formative procedures over summative to enhance the learning target which has been previously shared with students. The formative teachers will always examine their students based on the dynamic situation of their students, they viewed every dynamic problem found during classroom teaching and learning could be as feedback for teaching improvement and re-designed their teaching method in the classroom. Kaharuddin Nasution No.

summative and formative assessments pdf

PDF | On Aug 1, , S H Aboulsoud published Formative versus summative assessment | Find, read and cite all the research you need on ResearchGate.


Formative assessment

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Formative assessment and summative assessment are two overlapping, complementary ways of assessing pupil progress in schools. While the common goal is to establish the development, strengths and weaknesses of each student, each assessment type provides different insights and actions for educators.

Formative vs Summative

By: Chris Zook on December 14th, They're both essential parts of any curriculum map. But what do they actually mean? In a nutshell, formative assessments are quizzes and tests that evaluate how someone is learning material throughout a course. Summative assessments are quizzes and tests that evaluate how much someone has learned throughout a course.

Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. This chapter discusses the relationships between formative and summative assessments—both in the classroom and externally. In addition to teachers, site-and district-level administrators and decision makers are target audiences.

Formative assessment methods include a combination of the following: student observations, class assignments, projects and presentations, performances, peer reviews, conversations and interviews with students, learning logs , and quizzes and tests. The formative assessment process is effective when part of a school-wide assessment system that ensures teachers are using multiple assessment paths, assessment plans, and high quality assessment standards. The use of multiple assessment paths: Learning can be checked throughout the year through the use of multiple assessment paths—multiple methodologies and approaches that can extend the evaluation to different student skills and capabilities, and consequently, to a more comprehensive understanding of the learning process of the students. Standards for quality formative assessment: To be effective, assessment should be valid, reliable, and fair. Students with disabilities: Students with disabilities may require alternative forms of assessment in addition to maintaining quality standards of validity, reliability, and fairness.


What is the difference between formative and summative assessment? How to embed assessment in more classroom activities and give a.


Our website uses cookies to recognise users of our site and optimise your experience. By continuing to use this site, you are giving your consent for us to set cookies. For more information, please see our Cookies Policy. The purpose of formative assessment is to monitor student learning and provide ongoing feedback to staff and students.

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University Assessment Resources: Formative and Summative Assessments

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