...Assessment is defined as "The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where...
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...Comparison between summative and formative assessments Formative assessment gives feedback and information during the instructional process- during the learning that occurs. This type of assessment measures the learner's progress and also that of the instructor. The main focus of formative assessment is to identify areas that need help or improvement. These check the learning progress and the effectiveness of the teaching methods and activities. Types of formative assessments include observations, homework exercises, question and answer sessions, and student. Formative assessment occurs during a course or programme of study which the teacher implements. It is often informal. This shows effective learning and the need for modifications. Formative assessment is assessment for learning. Uses for formative assessment: •facilitates learning •determine whether learning has occurred •provide feedback on learners' progression, signs for improvement •diagnose needs/barriers of learning and changes needed to change the course/programme •current strategies and methods can be adapted and accommodating •monitors the learning process Summative assessment occurs after learning and provides information and feedback that summarises and concludes the teaching and learning process. Rubrics are designed with set standards and are communicated to learners before the task so they know what is expected of them. Grades are an example of the outcome of summative assessment to determine whether...
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...Formative and Summative Assessment (Journal 1) By: Cinthia Herrera Edu: 645 Learning and Assessment for the 21st Century Instructor: Amy Peterson July 29, 2013 In comparison of the formative and summative assessment is that, they are both part of the broad assessment process which may span for days, weeks, a full semester, an entire school year or even longer. When it comes to formative and summative assessment teachers traditionally have not been well trained and this is because they believe these activities are supplemental or peripheral to the instruction process (Kubiszyn & Borich, 2013). These two assessments are only tools and can both be poorly designed, misused unintentionally, and impair their usefulness if abused intentionally. Both, Formative and summative assessment can be referred to as single measures that yield results at a single point in time in a classroom, and they are both a part of an assessment process to help make educational decisions (Kubiszyn & Borich, 2013). In contrast summative assessment are lengthy and are used to assign grades, evaluate curriculum effectiveness, assess annual gains in student, school, and district academic improvement. This assessment is good to inform about broad achievement trends after instruction has been completed. Summative is not a useful tool if the purpose of testing is to evaluate the effectiveness of instruction on a day-to-day basis. It is also not designed to be sensitive to small specific changes...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Mathematics is a body of knowledge centered on such concepts as quantity, structure, space and change, and the academic discipline (Pierce 1879-1880). It is considered a necessary part of general education and has become a required subject in the curriculum across instructional level. In addition to general education, Mathematics contributes to more specialized education of various professionals like scientist, accountants, statisticians, engineer and other profession which rely heavily on accurate measurements and qualifications in order to understand better the studies they are conducting. Mathematics is definite, logical, and objective. The rules for determining the truth or falsity of a statement are accepted by all if there are disagreements, it can readily by tested. It is in contrast with the subject characteristics of other subjects like literature, social studies and arts (Salandanan, 2007). It deals with solving problems which are similar to all other problems everyone is confronted with. Mathematics is one of the most important subjects, must understand. It is thought by many as a difficult subject. Such perception is the result of the lack of exposure on the various topics on Mathematics. Nobody is born mathematician, yet everyone can learn it-and MASTER it (Lopez, Ato-Lopez, Valencia, 1997). This, through familiarity with the concepts, processes and types of mathematical problems coupled with constant...
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...hrs) Not Recorded | Formative & Summative Assessment ** Note: For quizzes, the best 4 out of 5 count for a total of 20%). No deferred quizzes | 1 | 29 February | Topic 1 - Introduction | CMD ***Chapter 28 (not 28.3 or 28.4) | No Workshop | No Assessment | 2 | 7 March | Topic 2 - Regulation | Carlon Chapter 1 | Introduction | Formative - Practice Quiz topic 1and 2 | 3 | 14 March | Topic 3 - Financial Statement Analysis | Carlon Chapter 12 | Regulation | Formative - Practice Quiz Topic 3 | 4 | 21 March | No classes this week | Summative Quiz 1 – topics 1 and 2 Opens 21/3 10am Closes 22/3 10am | Mid-semester Break: 25/3 to 3/4 | 5 | 4 April | Topic 4 - The Recording Process | Carlon Chapter 2 | Financial Statement Analysis | Formative - Practice Quiz Topic 4 | 6 | 11 April | Topic 5 - Accrual Accounting Concepts | Carlon Chapter 3 | The Recording Process | Formative - Practice Quiz Topic 5 | | | | | | Summative Assignment Part A DUE 15/4 4pm through turnitin (15%) | 7 | 18 April | Topic 6 - Inventories | Carlon Chapter 4 and 5 | Accrual Accounting Concepts | Summative Quiz 2 – topics 3 and 4 Opens 18/4 10am Closes 19/7 10am | 8 | 25 April | Topic 7 - Accounting Information Systems | Carlon Chapter 6 | Inventories | Formative - Practice Quiz Topic 6 | 9 | 2 May | Topic 8 - Cash Part 1 | Carlon Chapter 7 (not pages 422 -428) | Accounting Information Systems | Summative Quiz 3 – topics 5 and...
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...1.1 Analyse how types of assessment are used in lifelong learning Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you (Gravells 2012). It Is a way of finding out if learning has taken place .It enables to ascertain whether the student has gained the required skills, knowledge and attitudes needed at a given point towards their programme of learning. Assessment is not another term for evaluation: assessment is of the students whereas evaluation is of the program. Assessment is specific towards student’s achievements and how they can improve. Assessment are internally or externally set. Assessment types There are three types of assessment used in lifelong learning sector depending upon the subject and the requirements. They are Initial Assessment, Formative Assessment and Summative Assessment. Initial Assessment This is the formal way of ascertaining student’s prior skills and knowledge of the subject to be taken and whether they have any specific needs. Initial assessments will help to identify any particular aspects which may otherwise go unnoticed and also ensuring equality and diversity are met. Initial assessment will give information regarding about students, for example, any specific assessment requirements or needs they may have, their learning style or any further training and support their need. ...
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...Following on from constructing the summative task, the diagnostic and formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...Types of Assessments | TYPE OF ASSESMENT | EXAMPLE | FORMATIVE OR SUMMATIVE? | Informal – observation that can alert the teacher on specific ways to guide the students. | * Students’ questions may indicate a need to review the material or may provide an opportunity to correct a simple misunderstanding. * Observation may indicate that the pace of instruction is too fast or too slow for some students. | Formative | Achievement- Achievement tests are not used to determine what you are capable of; they are designed to evaluate what you know and your level of skill at the given moment. | * Math exam on current chapter you are studying. * Skills demonstration in gymnastics. | Summative | Performance- Observation and judgment of an ongoing performance skill is usually obtained by using a checklist, rating scale, or holistic scoring rubric. | * Measuring amount of jumping jacks in gym class. * Science project * Play demonstrating the story being read in class. | Summative | Product- a kind of assessment where the assessor views and scores the final product made and not on the actual performance of making that product. | * Instead of grading activities that built up to how you gained the strength for the jumping jacks test, the teacher only grades on how many jumping jacks you can do. | Summative | Portfolio- A portfolio is a collection of student work used to show learning progress over a period of time or to show the student’s best work. | Included...
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...[pic] MODULE: PEOPLE, MANAGEMENT AND ORGANISATIONS MODULE CODE: BUSS 1141 (Queens) Module Handbook 2015/2016 PLEASE RETAIN THIS HANDBOOK FOR FUTURE REFERENCE. IT MAY BE REQUIRED FOR SUBMISSION TO PROFESSIONAL BODIES WHEN APPLYING FOR EXEMPTION FROM EXAMINATIONS. PEOPLE, MANAGEMENT & ORGANISATIONS BUSS 1141 Queens 2015/2016 CONTENTS TEACHING STAFF 3 STUDENT CENTRED LEARNING 4 TEXTBOOKS 5 GUIDANCE ON USING WEB MATERIAL 5 SCHEDULE 6 FORMATIVE ASSESSMENT 9 SUMMATIVE ASSESSMENT 9 ASSESSMENT CRITERIA 9 This handbook is intended for the guidance of students taking this module in 2015/2016. Whilst the details contained in this handbook represent teaching staff intentions at the time of writing, it is in the nature of Higher Education that some module information may be subject to modifications during the teaching of a module. Teaching staff reserve the right to make such minor changes in the matters covered by this publication and will endeavour to publicise any such changes as widely and in as timely a manner as possible. PEOPLE, MANAGEMENT & ORGANISATIONS 2015/2016 TEACHING STAFF MODULE LEADER: Professor Susan Miller (SM) s.j.miller@durham.ac.uk tel: 0191 334 0223 TEACHING TEAM: Dr. Carole Elliott (CE) c.j.elliott@durham.ac.uk tel: 0191 334 5553 Mr. Peter...
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...Technology and Assessments Technology is being used in classrooms more and more every day. Not only are computers and iPads being used for teaching, there are also being used for assessments. There are many ways technology can simplify formative and summative assessments. There are advantages and disadvantages to using technology for assessing student learning. Technology should be an enhancing tool and not used to replace teacher interaction. There are many ways technology can facilitate the ongoing effort to assess student learning. By using computers, teachers have the ability to assess large numbers of students efficiently, accurately, and quickly. For example, Teachers will be able to see how long the student takes to answer each question and the time it takes to complete the test. Another example is teachers will also have the opportunity to give feedback to the students quickly and even, in some cases, instantly. This means there will be no delay in assessing the students learning on a particular unit and moving on to the next unit of instruction. The next example of how technology can facilitate student assessments is by using an optical scanner or marker, teachers can analyze assessments very quickly, and can even statistically store scores for each student. That way the teacher knows each individual grade and also, those of the class as a whole. “It takes about one hour to scan one hundred answer cards (Bull, 1993, p.13.) It would take much more time...
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...US History and Government Singapore American School! ! PLC Instructors:! Vicky Colorado: H312! ● vcolorado@sas.edu.sg! Scott Meredith: H318! ● smeredith@sas.edu.sg! Doug StanWiens: H311! ● dstanwiens@sas.edu.sg! ! US History Standards: Our class will be aligned to the following curriculum and learning standards! Change, Continuity, and Context! ! Analyze change and continuity in historical eras.! Perspectives! Analyze complex and interacting factors and contexts that influenced and continue to shape people’s perspectives.! Historical Sources and Evidence! ! Use questions generated about multiple historical sources to pursue further! inquiry and investigate additional sources.! Causation and Argumentation! Analyze multiple and complex causes and effects of events in the past, and! distinguish between long-term causes and triggering events in developing a! historical argument.! ! Historical Argumentation! Construct a plausible and persuasive argument that requires a clear and analytical! thesis. Is able to evaluate and use historical evidence to analyze, not merely ! describe historical events.! ! Core Knowledge and Concepts! Acquire key foundational knowledge in U.S. History such as terms, people,! events, and legislation that can be applied in their historical writing or thinking.! ! Course Description: ! This course will focus on the period in U.S. History from exploration to the present with a focus not only...
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...There are two main types of assessment in the EYFS: formative and summative. Formative assessments are designed to observe the learning of students and to provide continuous feedback so students can improve their learning. Whereas the aim of summative assessment is to evaluate the learning of students, and this is achieved by comparing work against a standard or benchmark. Summative assessment takes place twice in the revised EYFS. The strong/weak points and learning needs of the child are identified during the first time the assessment is carried out. This assessment occurs when the child is 24-36 months. Towards the end of the EYFS is when the second summative assessment is takes place. Here, information is collected from previous assessments...
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...occurred prior to the assessment, a preview of the assessment, along with an explanation of how data received from the test was used to develop future instruction. Differentiated instruction along with the inclusion of technology was used to promote proficiency in all students. Part I The learning objective to be measured with the summative assessment of this assignment is “students will be able to demonstrate command of the conventions of standard English subject verb agreement” (CCSS.ELA-LiteracyL.8.3.A). Students were prepared for the assessment by the use of traditional and differentiated instruction, formative assessment and self reflection. Self reflection was introduced to students during an anticipatory set seen during the introduction of the lesson. As students entered the classroom, they were presented with sample verbs and subjects on the SmartBoard, and asked to create sentences with them. For example: The red ball, The black dog, The yellow school bus,crossed the road, rolled into the street, chased the children. An example of a correct sentence would read, The black dog chased the children. After students...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...In this essay, it will explore literacy components of reading and writing. Through this essay, it will mainly discuss 21st-century literacy learning, approaches to teaching reading and writing, and multi- literacies. As well as these topics a curriculum analysis will be performed on both the Early Years Learning Framework and the Australian Curriculum, Assessment in early years and primary and government policy. To being the journey of understanding these areas associated with reading and writing, it is important to know what literacy means in today’s society. Leu & Kinzer, 2000) points out, literacy can be thought of as a moving target, continually changing its meaning depending on what society expects literate individuals to do’. Just important...
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