11. Completing assignments: Core skills for assessment

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Academic Misconduct ◽  
Academic Practice ◽  
Final Grade ◽  
Core Skills ◽  
Summative Assessments

This chapter considers some general points and core skills for success in law assessments. It begins by distinguishing between formative and summative assessments. A formative assessment usually refers to a formally set piece of work where feedback is given and, usually, a mark it given too, but the mark does not count towards the final grade in a module or course. A summative assessment is any piece of work where the mark counts towards the final mark for the module and/or course. The chapter then discusses the need to reflect on the assessment experience; timed and non-timed assessments; preparing and planning for assessment; how to raise the grade; and academic misconduct, plagiarism, and poor academic practice.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

scholarly journals Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

scholarly journals Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study

2021 ◽  
Vol 11 (8) ◽  
pp. 428
Author(s):  
Fidel Salas Vicente ◽  
Ángel Vicente Escuder ◽  
Miguel Ángel Pérez Puig ◽  
Francisco Segovia López
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Real Problem ◽  
The Real ◽  
On Demand ◽  
Summative Assessments ◽  
Course Syllabus

The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment.

scholarly journals Formative Assessment with Game-based Technology

2021 ◽  
Vol 5 (2) ◽  
pp. 193-202
Author(s):  
Donovon Grier ◽  
Suzanne F. Lindt ◽  
Stacia C. Miller
Keyword(s):  
Educational Technology ◽  
Formative Assessment ◽  
Technology Assessment ◽  
Summative Assessment ◽  
Ease Of Use ◽  
Formative Feedback ◽  
Immediate Feedback ◽  
Feedback Form ◽  
Summative Assessments

The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

scholarly journals Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?

2021 ◽  
Vol 13 (2) ◽  
pp. 91-95
Author(s):  
Mohd Salami Ibrahim ◽  
Muhamad Saiful Bahri Yusof ◽  
Ahmad Fuad Abdul Rahim
Keyword(s):  
Formative Assessment ◽  
Curriculum Design ◽  
Best Practice ◽  
Formative Assessments ◽  
Summative Assessments ◽  
The Future ◽  
Direct Contrast ◽  
Future Of Education ◽  
Contemporary Practice ◽  
Philosophical Underpinning

Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.

Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry

2020 ◽  
Vol 98 (1) ◽  
pp. 15-23
Author(s):  
Ryan David Sweeder ◽  
Deborah G. Herrington
Keyword(s):  
Formative Assessment ◽  
Causal Reasoning ◽  
Text Messages ◽  
Formative Assessments ◽  
Instructional Decisions ◽  
Online Homework ◽  
Summative Assessments ◽  
Assessment Tasks ◽  
Class Instruction ◽  
The Impact

Formative assessment is critical in providing students the opportunity to self-assess their content knowledge and providing data to inform instructional decisions. It also provides students with information about course expectations. If, as called for in numerous science instruction reform efforts, we expect students to be able to apply their chemistry knowledge to analyze data and construct coherent explanations, then not only must summative assessments include items that require this of students, but students must also be provided with frequent and ongoing opportunities to individually practice this difficult task and receive feedback. Although online homework systems can be quite effective at providing students with feedback regarding their mastery of basic skills, it is typically less useful in providing meaningful feedback on constructed student explanations. This study examined the impact of providing students with frequent out-of-class formative assessment activities initiated by text messages. Student responses were then used to facilitate in-class instruction. Increased student participation in these formative assessment tasks correlated positively with success on exams even after accounting for student prior knowledge. There was also evidence that students increased their ability to construct complete explanation over the course of the semester. All results were consistent across two different institutions and three instructors.

Mastering the Online Summative-Assessment Life Cycle

2009 ◽  
pp. 347-368 ◽  
Author(s):  
Simon Wilkinson ◽  
Heather Rai
Keyword(s):  
Quality Assurance ◽  
Life Cycle ◽  
Summative Assessment ◽  
Item Selection ◽  
Assessment Item ◽  
Summative Assessments ◽  
Item Development ◽  
Development Life Cycle ◽  
Stage Development

This chapter focuses on the use of computers for online summative assessment, in particular for objectively marked items. The aim of this chapter is to try and address the concerns of individuals wishing to pilot the introduction of online summative assessments in their own institutions. A five-stage development life cycle of online summative assessment—item development, quality assurance, item selection, examination delivery, and results analysis—is presented and discussed.

Sign in / Sign up

Export Citation Format

Share Document