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Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to

A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

act upon the data and reassess. After reassessing, student academic progress is shown to them as growth

Summative - Students submit written work to teachers for assessment. Teachers will assess student learning/progress and plan future instruction accordingly.

After reading chapter 11 of our textbook, there were three important topics that stood out to me. The first topic that I thought was interesting was the purposes of assessments. According to Carjuzaa and Kellough, the purposes of assessments are for assisting student learning, identify students’ strengths and weaknesses, assess the effectiveness of a particular instruction strategy, assess and improve the effectiveness of curriculum programs, assess and improve teaching effectiveness, to provide data in order to communicate with parents and guardians and to involve them in their children’s learning, and to provide data that assist in decision making about a student’s future (Carjuzaa & Kellough, 2017, pg. 337-338). Assessing to identify strengths

Teacher developed assessments can be reliable as well as challenging. A teacher made assessment, in this case, the teacher made assessment for the mini lesson on adding and subtracting fractions within the context of word problems has a few characteristics that make it reliable. The first reason that this assessment is reliable is that it directly tests knowledge that was taught during the day 's mini lesson. It focuses on the exact types of math problems that the students did in whole groups and independently. This

Summative assessments are held at the end of the course or program and they usually use formal methods, for example examinations and multi-choice questions. Gravells (2011) suggests that summative assessments are usually quite stressful for learners and even though the learner might be very capable under alternative assessment methods they often fail final examinations.

The writers will highlight how this assessment task relates to the Australian Curriculum and the mathematical processes that the student has used to complete this assessment task. An evaluation has been done regarding the assessment task and recommended changes and improvements have been stated.

Downloadable or online tools in this paper are defined as fully functional applications that can be used and integrated into a learning program. These computer programs are usually free to use, or available at a minimal cost to students. These tools differ from authoring tools in that their intent is to enable students to undertake hands-on learning activities, and require no additional input from

In addition to individual reports, educators may also generate instructional planning for a group of learners. This aspect of the assessment will aid in the action research as it will provide information vital to lesson planning and direction of the activities throughout the study. The individual reports will provide information concerning student understanding and mastery, allowing the researcher to monitor student progress throughout the study. It needs to be noted that the STAR test changes as students age, and during administration, responds according to student answers. When analyzing these scores, educators need to be cognizant to look for growth instead of changes in scores and ranks.

individual and groups as appropriate to the ages, developmental needs an abilities of the pupils. Summative assessments are assessments that summarise findings for example sats, teacherâ€TMs assessments, annual school reports and reviews of pupils with special educational needs.

The Summative Assessment Design is to develop the students with addition and subtraction by having multiple strategies to addition by placing together and understanding, and also to understand the subtraction in taking from and taking apart. Each student will be able to demonstrate the understanding of joined addition and/or separated subtraction of its objections by demonstrating addition and also subtraction in different ways. With the assessment plan it will measure the student’s capability to add and subtract operations and number, they will also have the capability to measure proper procedures to achieve algebraic thinking and operation. Once the unit of adding and subtraction has been educated the objective will be tested