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 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.

E-Assessment and Multiple-Choice Questions

2019 ◽  
pp. 1-27
Author(s):  
José Azevedo ◽  
Ema Patrícia Oliveira ◽  
Patrícia Damas Beites
Keyword(s):  
Information And Communication Technologies ◽  
Multiple Choice ◽  
Summative Assessment ◽  
Communication Technologies ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Mathematics Tests ◽  
Information And Communication ◽  
Computer Based

The use of information and communication technologies (ICT) in the assessment process is becoming an asset, giving rise to the so-called computer-based assessment or e-assessment. Nowadays, its use is becoming more usual in higher education institutions. Closed formats for questions, namely multiple choice, are the most commonly used. This chapter presents a literature review of the main aspects related to this topic, including the main modalities of assessment (summative assessment and continuous assessment). Issues related to multiple choice questions (MCQ) are discussed with more detail, referring to the various formats of MCQ, its advantages and limitations, with a particular focus on its use in mathematics tests. Also, some guidelines for the quality assurance of MCQ with quality are included.

scholarly journals Evaluation of Reconfigurability in Brownfield Manufacturing Development

2020 ◽  
Author(s):  
Simon Boldt ◽  
Carin Rösiö
Keyword(s):  
Evaluation Process ◽  
Assessment Tools ◽  
Assessment Process ◽  
Reconfigurable Manufacturing ◽  
Manufacturing Strategy ◽  
Multiple Case ◽  
Potential Evaluation ◽  
Cost Efficient ◽  
Development Methods

To enable manufacturing firms adapting their manufacturing capabilities to meet the market demands in a cost-efficient way the concept of reconfigurable manufacturing was initiated. A majority of the research within this field targeting production development has been focused on greenfield development methods, enabling the developers to ignore context and constraints that brownfield development methods cannot. The greenfield focus in reconfigurability research has resulted in how to find optimal solutions to reconfiguration problems. Taking a brownfield focus on reconfigurable manufacturing development would enable to move step-by-step towards a reconfigurable manufacturing strategy instead of the all-or-nothing approach of greenfield development methods. This study investigates through a literature review what assessment tools and methods that exists in literature, and classifies them into four categories, i.e. Configuration evaluation, Element of evaluation, Pre-design evaluation, and Potential evaluation. It is found that there only exist two assessment tools for potential evaluation. Through a multiple case study, the potential evaluation process is evaluated, and three gaps is identified, i.e. lack of connection to strategy, lack of predefined goals for reconfigurability, and the difficulty in interpreting the result of the analysis. These gaps are then address in a new conceptual assessment process for assessing the potential of reconfigurability. The conceptual assessment process links the six reconfigurability characteristics throughout the whole assessment process to link manufacturing strategy to the improvement suggestions.

scholarly journals CHEMISTRY TEACHERS' ASSESSMENT LITERACY IN TURKEY

2020 ◽  
Vol 19 (1) ◽  
pp. 76-90
Author(s):  
Mehmet Diyaddin Yaşar
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Structured Interview ◽  
Research Data ◽  
Assessment Literacy ◽  
Chemistry Teachers ◽  
Qualitative Research Design ◽  
Different Types ◽  
Assessment Techniques

The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Şanlıurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers’ perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes. Keywords: assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4293 ◽  
2019 ◽  
Vol 16 ◽  
pp. 143-151
Author(s):  
John English ◽  
Tammy English
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4294 ◽  
2019 ◽  
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals TEACHER SKILLS IN DEVELOPING INSTRUMENTS OF TEST ESSAY IN SCIENCE LESSONS IN JUNIOR HIGH SCHOOL: Case Study In Kediri, East Java-Indonesia

2019 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Laily Rosdiana ◽  
Martini Martini ◽  
Aris Rudi Purnomo ◽  
An-Nuril Maulida Fauziah
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Learning Process ◽  
Evaluation Process ◽  
Assessment And Evaluation ◽  
Test Instrument ◽  
Teacher Skills

<p><span lang="EN-US"><em>Assessment and evaluation must always be carried out. The evaluation process is one of the teacher's tasks that will determine the direction of the next learning process. Therefore, the teacher must be skilled in compiling the question test instrument, one of which is a matter of description. Regarding this objective, teachers need to be equipped with ways to prepare these instruments so that the quality of the questions made meets the standards and by the indicators of learning. Briefing on the science teachers MGMPs Kediri shows that teachers already have skills in preparing the description of the test instrument with a percentage of 53.12% about the level and 46.88% HOTS LOTS level. Based on the results, the skills of science teachers in Kediri District are not expectations.<span>  </span>The teachers must continue to practice in making the test instruments.</em></span></p>

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