Importance Of Formative And Summative Assessment

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

The first article that I viewed was on Edutopia and it was titled Why Formative Assessments Matter. This article was a very helpful in that it was a review of what formative assessments are, why they are used, and when and how you use them. The middle part, why they are used, it reinforces that they are used for, to inform, not to punish. This is important to remember as we are assessing and planning instruction for students each day. Learning and showing what you have learned should never feel like a punishment. At the end of the article, in the last section, there were suggestions on ways to formatively assess students in a way that would not feel as though they are being punished. Instead, they are enjoying showing what they have learned. The last tip in this article was to watch, look, and listen. It is important to remember that to formatively assess students you must constantly

While assessing their peers or themselves, pupils will quickly know whether or not they have met the success criteria by matching their work against their peers. Pupils mark each other’s work

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

As continue my education I have started to overcome some of the fears I have about my writing ability. One such fear is being judged for poor work. By proofreading multiple times as well as submitting my material to the Smartthinking tutors, I can complete assignments with a level of confidence. When I proofread, I am looking through my work to find any spelling, grammar, or mechanical errors (Vandermey, 2012). I also use Grammarly and PaperRater to check my content. Utilizing all of these tools decreases the second fear I have when it comes to my writing knowledge which is fear of failure or poor grades.

In my short period of teaching, I have experienced many different types of assessments, those that were administratively required and personally selected. One particular style of assessments that I often use is curriculum-based measurement assessments (CBM probes). On a daily basis I test/quiz my students to make sure that they understand each required step to solve the problems. Sometimes this comes in the form of a quiz, and other times it is presented as a quick check that lasts about a minute long during my class. According to Kubiszyn and Borich (2013) the frequent administration of these brief formative test allows me to make daily adjustments to instruction, when needed, to maximize my students learning. As a result, curriculum based assessments are effective for my students because we can always go back and revisit a topic or concept

When a teacher introduces the idea of formative assessment to a classroom, modifications may need to be made for it to work its purpose. The teacher might need to alter their teaching method and the student will need to be open to changing their learning style to accommodate the change. If both the teacher and students can achieve this, then formative assessment will be successful (al., C. E., 2016). If unsuccessful then formative assessment can be seen by both the teacher and student in a negative light. For example, The Classroom Experiment (Barry, 2010), showcased a range of different formative assessment techniques that can be quite successful in the classroom. One technique that Dylan Wiliam posed was that the teachers give each student

A. Pre-assessment/Assessment of Prior Knowledge- 1. Students may have misconceptions or misunderstanding about the drinking water shortages in some places on Earth. Students may not understand how the temperature of the water will affect the salinity of the water. Students may misunderstand information about the Gulf Stream and they may think that it is located in the Gulf of Mexico. Another partial understanding students may have is how the sloping of the ocean floor affects the wave heights. Lastly, students may have a misconception about the subsurface geologic features of the oceans compared to geologic features of the World, like volcanoes and ocean trenches.

Writing scores vary for many different reasons. The score of a person can increase or decease due to their gender, race, socio economic status, type of school, type of program, and their scores on other academic studies. In this paper, I will analyze each criteria individually as well as its affect or significant in relation to writing.

Success criteria are also just as important as the learning objective as this is the ingredients to ensure that the children succeed at every stage and when being assessed by their teachers (formatively) they can show to have met or exceeded their target. If pupils are involved in the stage of writing the success criteria then this ensures greater success.

Throughout the duration of the course, one recurring theme was the significance of formative assessment and how it can be used as a platform to guide the students in the process of learning. Yorke (2003) explains that formative assessment is the key towards improving a student’s intellectual development and is constructive towards learning. He continues on by stating that this is acknowledged but “it is not well understood across higher education”. I do agree with this, that Formative assessment is continuous method which is effective in defining if a lesson is outstanding or not and how constructive feedback is useful for both the students and the teachers, one thing which is very significant about formative assessment is that it can be both