My Current Educational Coursework And Field Experiences

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

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

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.

Summative is where the focus is on determing what the pupil has learned for example in a test at the end of term.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Assessment is defined as any practice or task that is used to produce information about student learning, and is categorized as either formative or summative (Wallace & White, 2014). There is a distinct difference between the various types of assessments, specifically formative and summative. Formative assessments are informal quizzes that are used to guide instruction

Summative Assessment: The summative assessment will be the student presentations on day three. Students will individually turn in all of their research for fifteen total points, their part in the presentation will be worth ten points and their ability to answer questions in class discussion is worth five points.

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

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

This teacher friendly book focuses on what types of information common formative assessments can provide and how these assessments can provide timely data to help differentiate instruction (Ainsworth and Viegut, 5). What made this resource different was its “team” approach to assessment, which ties in nicely to my districts policies on assessment. The authors stress the importance of using data teams made up of professional learning communities, usually departments to create specifically designed assessments that address the same content by standard. The book also provided a very helpful revised instruction assessment model with data analysis which showed the steps of pre-assessment, analysis of results, differentiating instruction, teaching, monitoring, reflecting and adjusting, re-teaching and finally post assessment (Ainsworth & Viegut,

Research Context. A common focus in higher education assessments tends to be on larger, fewer summative assessments because they produce grades, which can cause the presence of intentional formative assessments to be scarce. While frequent quizzes and intra-term exams can be utilized as formative assessments, it is generally the student’s responsibility to gain knowledge from their mistakes on those assessments. Often, these more frequent assessments are seen as purely summative by students and as only affecting overall course grade. (Henderson & Harper, 2009) Instructors miss these opportunities to help their students learn by not using formative assessments properly.

“Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education” (CERI, n.d). In other words, summative assessment is assessment of learning.

Students may not take it as seriously as summative assessment. It can be a time taking process. Students need different kinds of formative assessment at different stages in their learning.[2]