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.

Designing and Evaluating Technology-Based Formative Assessments

2019 ◽  
pp. 222-244
Author(s):  
Emtinan Alqurashi ◽  
Ariel R. Siegelman
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Bloom's Taxonomy ◽  
Formative Assessments ◽  
Learning Goals ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Technology Tool ◽  
Improve Student Learning

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

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 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.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

scholarly journals Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ellen L. Flournoy ◽  
Lauren C. Bauman
Keyword(s):  
Student Learning ◽  
Assessment Methods ◽  
Assessment Process ◽  
Self Assessment ◽  
Complex Needs ◽  
Traditional Assessment ◽  
Collaborative Assessment ◽  
Traditional Program ◽  
Current Assessment ◽  
Improve Student Learning

As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.

Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children

2020 ◽  
pp. 49-69
Author(s):  
Richard G. Lambert
Keyword(s):  
Young Children ◽  
Formative Assessment ◽  
Assessment System ◽  
Formative Assessments ◽  
Test Validation ◽  
Measurement Properties ◽  
Validity Argument ◽  
Assessment Scores ◽  
Summative Assessments ◽  
Underlying Principle

The measurement properties of any assessment system should be rigorously examined as long as the measure is in use. Authentic formative assessments are not immune to this process. Messick provided a comprehensive theory of test validation that conceptualized validity as a unitary construct. He identified six distinct types of evidence that can support the inferences made from assessment scores, all of which are applied to the process of validating authentic formative assessment measures. The validation argument for direct summative assessments is compared to the distinct aspects of a validity argument to support formative assessments for young children. Specific sources of construct irrelevant variance in the information provided by authentic formative assessments are also outlined. The complex constellation of purposes for which authentic formative assessments have been developed is unified by a single underlying principle: usefulness to teachers.

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.

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