Strengths Of Formative Evaluation

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

At the end of the course there should be some form of summative assessment; this enables the tutor to determine if the learning outcomes have been met by all or some of the learners.

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

The function of assessment in learning and development is primarily to provide a measurable barometer for the students progress.

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.

Formative assessment- this stage is where the learner is still in training and requires feedback on how they are progressing.

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

Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education

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 assessment used at the end of a learning programme to determine finally whether the learning programme to determine finally whether the learning aims have been reached can be described as summative. It is often essential to fulfil contractual obligations with external bodies, and correct execution is necessary to ensure financial recompense. It can have real value to the learner as it offers recognition of achievement, but can cause anxiety in more nervous learners as the finality of the exercise is realised.

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

the quality of learning rather than someone’s memory or ability to write prose. Reliable assessments will be replicable, with consistent methods and criteria that will yield the same results on re-test and similar results with a different group of trainees. Validity and reliability should guarantee a degree of fairness, but we also need to ensure all trainees have an equal chance of getting the best results by providing alternative materials or formats, extra time and so on where needed.

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

Thank you for your sharing your assessment of formative and summative evaluation methodologies. I agree with you assessment that both forms of evaluation add tremendous value to a program (Staten, 2015), as well as the organization for which the program evaluation is being conducted. You made a wonderful observation regarding the nature of formative evaluation and the methods of communication which may be used. As you pointed out, formative evaluation may be communicated simply be sending periodic emails (Staten, 2015). Often evaluators may feel that elaborate mechanisms of formative presentations must be made in order to add value, and yet quick methods of communication like email, allow for immediate access to the information