scholarly journals A Study on the Development Direction of the Online-based Summative Assessment System

2021 ◽  
Vol 7 (11) ◽  
pp. 267-276
Author(s):  
Eun-Jin Shin ◽  
Soo-Cheol Kim
Keyword(s):  
Summative Assessment ◽  
Assessment System ◽  
Development Direction

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 The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study

2020 ◽  
Vol 44 (4) ◽  
pp. 726-733
Author(s):  
Xin Cong ◽  
Yan Zhang ◽  
Hai Xu ◽  
Li-Mei Liu ◽  
Ming Zheng ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Medical Training ◽  
Summative Assessment ◽  
Assessment System ◽  
Multiple Choice Questions ◽  
Problem Solving Skills ◽  
Assessment Scores ◽  
The Impact ◽  
Case Based

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students’ suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students’ semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

Medical Students Views on Continuous Assessment

2020 ◽  
Vol 7 (5) ◽  
pp. 29-35
Author(s):  
Omer Abdelgadir Elfaki ◽  
Abdulaziz Alamri ◽  
Karimeldin A Salih ◽  
Mahdi Abdullah Mohammad Alyafi ◽  
Maram Mubarak Barkoot ◽  
...  
Keyword(s):  
Academic Performance ◽  
Research Work ◽  
Summative Assessment ◽  
Educational Process ◽  
Assessment System ◽  
P Value ◽  
Continuous Assessment ◽  
Cross Sectional ◽  
Correlational Design ◽  
Positive Effect

The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identified as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this study was to examine the students' perception of learning and its relation with performance in CA.  Methods The target population of this study was the 4th, 5th and 6th year students of the college of medicine, KKU. Non-probability convenience sampling was used aiming at 25% - 30% of the total. A correlational design was adopted. A structured self-administered questionnaire was developed. This was based on four constructs: performance on CA: 3 items, feedback: 6 items, students' perception of learning: 12 items and gender. A 5-point Likert scale was used ranging from strongly agree to strongly disagree to the stated statements in the instrument. The questionnaire was validated before use. Pearson’s correlation coefficient (r) was computed using SPSS.  P value of <0.05 was considered significant.  Results and discussion This is a cross sectional study where correlational design was used. The total number of respondents was 128 with 58% of them males and 42% females. The computed r for the perception of learning with performance in CA was .741 and for feedback with performance in CA was .766. This clearly indicated a significant positive correlation between them. Gender had no significant correlation with performance in CA. Although profound evidence does exist on the positive effect of CA on academic performance and motivation of students, this effect seems to be dependent on how the assessment system is used. In one experimental study, it was found that CA had positive effect on students' academic performance, learning and satisfaction compared to summative assessment. On the other hand, when continuous assessment was done in form of frequent summative assessment, the positive effect was lost and in fact a negative effect was evident.  Conclusion The respondents viewed their perception of learning and feedback strongly and positively correlated with their performance in CA, while gender had no significant correlation

Assessment in basic training: what is the matrix?

2002 ◽  
Vol 10 (3) ◽  
pp. 217-221 ◽  
Author(s):  
David Burke
Keyword(s):  
Summative Assessment ◽  
Fellowship Training ◽  
Assessment System ◽  
Assessment Tools ◽  
Basic Training ◽  
The Matrix ◽  
Other Consumers

Objectives: The aim of this paper is to foster discussion about how best to design a new assessment system for the first three years of RANZCP Fellowship training, under the new regulations for training and assessment to be implemented in 2004. Conclusions: An integrated, flexible, reliable and valid system of formative and summative assessment is required. It should include a variety of assessment tools, measuring a range of domains on a number of occasions during basic training, and it should actively involve trainees, supervisors, patients and other consumers.

Development of a Formative and Summative Assessment System for AuD Education

2013 ◽  
Vol 22 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Diana C. Emanuel ◽  
Candace G. Robinson ◽  
Peggy Korczak
Keyword(s):  
Clinical Practice ◽  
Student Learning ◽  
Summative Assessment ◽  
Comprehensive Assessment ◽  
Assessment System ◽  
Evidence Based ◽  
Outcomes Measures ◽  
Program Of Study ◽  
Informal Feedback ◽  
The Individual

Purpose This article provides an overview of a comprehensive assessment system that documents that students have obtained the skills and knowledge necessary to obtain a Doctor of Audiology (AuD) degree. Method The individual components of the assessment system; rationale for development of each assessment; and grading criteria, outcomes measures, faculty commentary, missteps, and successes of the system are discussed. Conclusion Carefully planned and dynamic assessments can be integrated successfully into the AuD students' program of study with generally reasonable expectations for faculty workload. It is crucial for program directors to continually assess the system used to document student learning and to make modifications based on formal and informal feedback from students, faculty, alumni, evidence-based clinical practice, and clinical preceptors.

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 Medical students views (Preprint)

2017 ◽  
Author(s):  
Abdulaziz Alamri ◽  
Omer Abdelgadir Elfaki ◽  
Karimeldin A Salih ◽  
Mahdi Abdullah Mohammad Alyafi ◽  
Maram Mubarak Barkoot ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Research Work ◽  
Summative Assessment ◽  
Educational Process ◽  
Assessment System ◽  
P Value ◽  
Continuous Assessment ◽  
Cross Sectional ◽  
Positive Effect

BACKGROUND The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identified as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this study was to examine the relation between each of gender, feedback and students' perception of learning with performance in CA. OBJECTIVE To get the views of medical students about their performance in continuous assessment and the factors affecting the continuous assessment. METHODS The target population of this study was the 4th, 5th and 6th year students of the college of medicine, KKU. Non-probability convenience sampling was used aiming at 25% - 30% of the total. A correlational design was adopted. A structured self-administered questionnaire was developed. This was based on four constructs: performance on CA: 3 items, feedback: 6 items, students' perception of learning: 12 items and gender. A 5-point Likert scale was used ranging from strongly agree to strongly disagree to the stated statements in the instrument. The questionnaire was validated before use. Pearson’s correlation coefficient (r) was computed using SPSS. P value of <0.05 was considered significant. RESULTS This is a cross sectional study . The total number of respondents was 128 with 58% of them males and 42% females. The computed r for the perception of learning with performance in CA was .741 and for feedback with performance in CA was .766. This clearly indicated a significant positive correlation between them. Gender had no significant correlation with performance in CA. Although profound evidence does exist on the positive effect of CA on academic performance and motivation of students, this effect seems to be dependent on how the assessment system is used. In one experimental study, it was found that CA had positive effect on students' academic performance, learning and satisfaction compared to summative assessment. On the other hand, when continuous assessment was done in form of frequent summative assessment, the positive effect was lost and in fact a negative effect was evident CONCLUSIONS The respondents viewed their perception of learning and feedback strongly and positively correlated with their performance in CA, while gender had no significant correlation.

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