.... It can then be absurd to develop the game till the end and start making the summative assessment. In case there are issues or phases that need to be improved, it would be much cheaper doing it over time. He argues that the best way to achieve the formative assessment on the game is by getting feedback from the user. Once a variety of people who are playing the serious game finish a test, the designer ought to ask them several questions like what improvements should be made, what did they like about the game and what didn’t they like and from this, they can work out on what can be done to make the game effective. (Boston, 2009) However, Michael & Chen describe three other forms of assessments. (Michael & Chen, 2006) They are completion assessment...
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...CHAPTER 4 Formative Assessment Question # 4: Identify six purposes and types of questions. Questioning is an essential part of formative assessment. The potential effect of a good question is only fully realized if accompanied by active listening which in turn is an essential prerequisite for the right response, whether in the form of an acknowledgment or further questioning. Even though there are many reasons for asking questions the information we get back will be determined by the type of question we ask. During the teaching process, instructors ask questions for several purposes, such as, to develop interest, involve and motivate students to become actively involved in lessons, to evaluate students’ readiness and check on homework...
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...According to Chappuis (2005), although teachers are the responsible for creating learning experiences, students are the ones who determine their capability for learning, and thus formative assessment information is just as important to them. Through research, it has become evident that formative assessment produces a high level of achievement when used by students. For students to flourish as learners using formative assessment they need to be able to answer three main questions. In order to help students, answer these questions, the author gives us seven strategies in which she describes as a way to aid students in comprehending their learning goals, identifying their skill levels in relation to the goals, and having them be responsible...
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...begin discussing formative and summative assessments, let’s first define assessment. According to Black and William, an assessment is a set of activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning to meet student needs. This is, but not limited to: teacher observations, classroom discussion, interviewing/conferencing, and analysis of student work. The term assessment has such a broad meaning that understandably complicates the application of summative/formative assessing. It is the job of educators to decipher teaching and learning points that correlate with these two assessments. Formative assessments is any means by which a teacher figures out what students are and are not getting in the classroom. They provide feedback for the purpose of teaching and learning, but not for the purposes of grading (Garies, 2007). Summative assessment is a formal method of assessment, based on facts. This formal method confirms student knowledge about previously learned concepts or units of study, (i.e., high stake testing, state common core testing, and end of unit exams.) Formative assessment is part of the educator’s instruction, providing the student with constant constructive feedback to harness learning objectives. Formative assessments enable students to develop a sense of individuality within their studies and directs learning in the classroom. On the other hand, summative assessments result in definitive...
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...belk belt blet 9. iese eyse eyes 10. cadr card kard Formal vs. informal, formative vs. summative, these are different types of assessment. In the field of education, an assessment refers to “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students from preschool through college and adulthood. It is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding” (Pellegrino, J. W. (2014). for an educator, an assessment is a way that they are asking the student to show what it is that they are understanding the subject. it also helps them to see if the educational goals and standards are being met. assessments are not being done just because the teacher enjoys it or wants to stress the students. there are characteristics that make the student assessment reliable, as well as motivational factors that assessments have to encourage students to do well. Some of the characteristics that make assessments reliable are, “validity, reliability, practicability, fairness, and its usefulness to students” (Clark, I. (2012). each characteristic plays an important part when it comes to assessment. “A valid assessment procedure is one which actually tests what it sets out to test, one which accurately measures...
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...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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...Question 1: How does formative assessment support student performance? Formative assessment is a ongoing process used by teachers during instruction that gives explicit feedback to students to adjust teaching and learning process to improve students’ achievement of the desired instructional outcomes. It is also known as “assessment for learning”. Formative assessment is proven to be highly effective way to enhance and support student performance. The purpose of formative assessment is to give students the means and motivation to take ownership of their own learning. This means that students need to be responsible for their own learning. Students themselves must have the initiative to discover what to learn and how to learn. At the same time, teachers play important roles to encourage students to monitor and support their own learning. More powerful learning happens when students have more control over their own learning through such assessment practices. They should not be excluded from the assessment process. Students will be able to know what they are ready to learn next. Through formative assessment, students are able to know and understand their specific learning goals clearly. This can be done through direct communication which involves interactions between teacher and student and student and student. Students are informed directly their specific learning goals. For example, at the beginning of the lesson, teacher can tell the students they will be tested on “Adverbs”...
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...Assessment - MGT3193 – Business Start-up There is a stream of coursework activities which reflect the practical approach of this module. Students are expected to keep up with weekly exercises and periodic assignments as part of what they would need to do when setting up a business. They are also expected to approach this work in a pragmatic way, demonstrating an understanding of value for effort in what they do. The module is entirely assessed via coursework. This involves three components, as detailed below: 1. Business Portfolio (group work but individually assessed, 20%) 2. Business Plan (group work, 60%) 3. Reflective Essay (individual work, 20%) Deadlines: the module adopts university coursework deadlines unless otherwise specified. Please refer to the university calendar on UniHub (http://unihub.mdx.ac.uk). All pieces of assessment need to be submitted directly to the student office. Submissions made by directly by e-mail cannot be taken into consideration. Please ensure you obtain a receipt from the student counter when submitting. Extensions cannot be granted by module tutors. Should you believe you have extenuating circumstances, you are advised to talk to your tutor and/or the assessment manager as soon as possible. 1. Business Portfolio (20%) Documents need to include, but not limited to: 1. Business name and organisational Statement 2. Contract 3. Entrepreneurial CVs 4. Minutes of all meetings 5. Activities ...
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... CENGAGE LEARNING, GALE. students vary widely in their learning rates, virtually all learn well when provided with the necessary time and appropriate learning conditions. If teachers could provide the time and more appropriate conditions, Bloom reasoned that nearly all students could reach a high level of learning. To determine how this might be practically achieved, Bloom first considered how teaching and learning take place in typical group-based classrooms. He observed that most teachers begin by dividing the concepts and skills that they want students to learn into smaller learning units. Following instruction on the unit, teachers administer an assessment to determine how well students have learned those concepts and skills. Based on the assessment results, students are sorted, ranked, and assigned grades. The assessment...
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...SDENG3J Subject Didactics: ENGLISH Assignment ONE Student: Dirk Smith Student Number: 32634277 Academic Year: 2014 Module: SDENG3J INDEX Page Number 1. Question A 3 2. Question B 4 3. Question C 5 4. Question D 10 Bibliography 11 Appendix A – Self – evaluation 12 Appendix B – Passage 13 1. Question A – TEACHING CONTEXT I currently teach at an inner city private school. I teach English Home Language to Grades Ten, Eleven and Twelve. The school is relatively well – resourced and provides the necessary infrastructure to facilitate learning. Classrooms are equipped with the sufficient number of desks and chairs. All learners and educators are issued with the appropriate resources such as textbooks and study guides to achieve the outcomes of the curriculum as determined by the Department of Basic Education. Periods are 40 minutes long. A total of four hours per cycle is dedicated to the learning of the home language. The majority of learners are from a lower to medium economic background. The school’s language of teaching and learning is English. Consequently, all learners are registered as English Home Language learners. In reality and for most learners, English is their second or even third language. Many of the learners had their actual mother – tongue as medium of instruction at a primary education level. After two years of secondary education ( Grades 8 and 9 ) this aspect of...
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...Formative Assessment Activity University of Phoenix HRM 546 Human Resource Law Jay Hinkel October 3, 2011 Memorandum To: Esq., Manager From: Regional Manager Date: Monday, October 3, 2011 Re: The Shoe Store Incident CONFIDENTIAL Bob, Based on your evaluation of the incident at your store in respects to switching employees due to a customer preference in dealing with a woman instead of a man I’ve concluded the following: By using the female employee versus the male employee to serve the customer the company would be in violation of Title VII for gender discrimination. Title VII laws regarding gender cover the full scope of the employment relationship which describes that gender may not be the basis of any decision related to employment unless gender is used as a bona fide occupational qualification (BFOQ). Customer preference is not a legitimate and protected reason to treat otherwise qualified employees differently based on gender. Additionally, allowing the female employee to assist the customer over the male employee would be in violation of the store’s rotation policy. The policy states that each working day, two employees work in the store; one working the front and one working the back. Rotation occurs on a daily basis in order to disperse commissions fairly. Since this is company policy, there is no flexibility to change that policy and to rotation schedule clearly states that it is the male employee’s turn to earn commission. Discrimination...
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...Assignment 1 Summative Feedback – Qishen Xie - Sam Formative Feedback: Assessor to Student For L01 – 1.1, 1.2 & 1.3 The student gave a good account and knowledge applied, good terminology to the tasks set, that was supported with comprehensive understanding. The student demonstrated a good account of theories and examples to support their findings and analysis. The student gave a good level of explanation and analysis of the points and facts that was put forward for the different types of organisation, with case company examples for each different type and understood the objectives of different stakeholders (employees, owners, customers) etc…, along with the responsibilities of an organisation, and factoring into consideration strategies employed to meet them. Grade Pass | Action PlanOverall, you have a very good understanding of the theory and concepts, but need to do following:1. Amend and the details as stated in the feedback2. Use the Ansoff Product Matrix to support 1.3 analysis3. Use the correct referencingImplementing the above changes will enable a higher grade. | Summative feedback 1.1 The student gave an excellent account and knowledge applied, good terminology to the tasks set, that was supported with comprehensive understanding the purposes of different types of organisations. 1.2 The student demonstrated an excellent account of theories and examples to support their findings and analysis, how an organisation meets the objectives of the...
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...To begin with, the most crucial unit and basic important part of any assessment or a test is item. Brown, D. (2012) defines item as “the smallest unit that produces distinctive and meaningful information or feedback on a test when it is scored or rated”. (p. 41) Items format analysis defined as “the degree to which each item is properly written so that it measures all and only the desired content” (Brown, D. 2012, p. 42). Item analysis is a very useful and special to examine each particular item in a test or assessment and helps the instructors to create and make the item better. In addition, instructors can use item analysis as guidance and make the test items evaluate and revise in a persuasive way. The aims of using...
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...Online vs. Traditional Education Education is very necessary and without education it’s almost impossible to be successful. A person need a degree or a professional certification to be competitive and successful in life. It’s a no brainer that the job market is very competitive with education so without higher the chances of you achieving your professional goals will be that much harder. Having a degree will open doors for the future. Having a degree also makes you more marketable. If you want to get make a comfortable salary getting your education is key. It does not matter whether you attend a brick a mortar school and go to college the traditional way or you go completely online. The most important thing is that you go and learn the skills needed to succeed in life. Even if a person don’t receive a degree but complete a certification program it still allow them to negotiate a better salary and benefits package versus someone without a certification or degree. People without college degrees settle for jobs that are hard and they don’t always pay very well. So it doesn’t really matter whether you go online or to a traditional classroom there are benefits to going and completing. Going to college online can be better for an individual life because it gives you the flexibility you need as a working adult. People have very busy lives whether they have a family or not. Having a well-paying job allows room for advancement. Having a...
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...As universities make greater use of Internet resources, online classes have continued to grow in popularity and effectiveness. Online courses let students learn at their own pace, accomplish assignments on their own schedules and acquire the same knowledge as they would in a traditional, classroom-based course. Just like traditional classes, online instructors use discussion, assignments and community to educate students. However, their means of execution for these tools are quite different. Time Management Both online and traditional classes require students to manage their time wisely. In traditional classes, students structure their time outside of the classroom to allow for studying, projects and homework. However, Northcentral University, an online institution, states that with the absence of regular class meetings, online courses require students to acquire and learn course materials on their own time. According to the "Journal of Asynchronous Learning Networks," this freedom is what makes online classes attractive to nontraditional students who may work additional jobs or have family responsibilities that make attending regular classes a challenge. Participation Both online and classroom-based courses also assess student participation. In traditional classes, students voluntarily participate in discussions or ask and answer questions. However, according to the University of Connecticut's Instructional Design and Development Guide for Online Students, some people may...
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