Summative Assessment Case Study

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.

“Summative assessment is what students tend to focus on. It is the assessment, usually on completion of a course or module, which says whether or not you have "passed". It is—or should be—undertaken with reference to all the objectives or outcomes of the

The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they could become independent. For instance, the author mentions, “Self and peer assessment” not only does it encourage students to be

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

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.

When the teacher shares and explain the learning objective with the pupils they will be giving the pupils a clear understanding of what they are to learn, they can check the childs understanding by asking questions, the support learning practitioner will also need to be aware of the learning objective.

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.

* Formative assessment – this is continual assessment of the learner, these can be formal and informal assessments, it can be used in setting up a personalised

This assignment requires a written assessment with reference to learning outcomes 1, 3, 4 and 6. I will therefore take each question one by one. Learning outcomes 2 and 5 will be covered by formative assessment, which will provide the 50/50 split required.

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

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

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]