A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
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Summative and formative assessment
1. Trainee: Soukaina BOUALI Supervised by : Mr. Ayad CHRAA
Centre Regional des
Metiers dâEducation et
de Formation-CRMEF
inzegane, Morocco
Department of English
Module : Testing & Assessment
2.
3.
4. OUTLINE
What is assessment?
Types of assessment
ïŒ Summative
ïŒ Formative
Summative assessment
ïŒ Definition
ïŒ Uses for summative assessment
ïŒ Teacherâs role
ïŒ Studentâs role
ïŒ Examples of summative
assessment
Formative assessment
01
02
03
04
ïŒ Definition
ïŒ Uses for formative
assessment
ïŒ Teacherâs role
ïŒ Studentâs role
ïŒ Examples of formative
assessment
05 Summative VS formative
assessment
5. ï§ Assessment is a wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress,
skill acquisition, or educational needs of students.
9. ï§ It is product-oriented and is often referred to as âAssessment
of Learningâ. It is used to measure students learning progress
and achievement at the end of a specific instructional period.
ï§ It âsums upâ what the class can now do or knows as a result
of the teacherâs instruction.
ï§ With summative assessment, students are evaluated upon
completion of the work and the focus is on the final product.
10. ïŒ It is useful for teachers in how they determine where their students are at, in terms
of whether or not standards are being met.
ïŒ Summative assessment also helps with curriculum and school improvement.
ïŒ It is used to determine learning progress and achievement, evaluate the
effectiveness of educational programs, measure progress toward improvement
goals, or make course-placement decisions, among other possible applications.
ïŒ to determine whether and to what degree students have learned the material they
have been taught.
11. - Teachers have the responsibility of reporting student learning accurately and fairly.
Effective assessment of learning requires that teachers provide:
- A rationale for undertaking a particular assessment of learning at a particular point of time.
- Clear descriptions of the intended learning.
- Processes that make it possible for students to demonstrate their competence and skill.
- A range of alternative mechanisms for assessing the same outcomes.
- Descriptions of the assessment process.
12. Studentâs role
ï± Study to meet standards.
ï± Take the tests.
ï± Strive for highest score possible.
ï± Avoid failure.
13. - End-of-term exams
- Final project or creative portfolio.
- End-of-unit or chapter tests.
- Standardized Tests
- Final Reports
- Achievement Tests
- Final Presentations
- Mid-Term Examinations
14.
15. ï§ It is process-oriented and is also referred to as âassessment for Learningâ. It is an
ongoing process to monitor learning, the aim of which is to provide feedback to
improve teachers instruction methods and improve students learning.
ï§ The goal of formative assessment is to gather feedback that can be used by the
instructor and the students to guide improvements in the ongoing teaching and
learning context.
ï§ The primary objective of formative assessment is to enhance the understanding
and competencies of students. Also, it gives a fair idea about the studentâs needs
and progress.
16. ï± Formative assessment provides feedback to students throughout their time working on
certain material.
ï± It can help teachers to notice if instructions or techniques need to be modified throughout
a lesson.
ï± This type of assessment gives students constructive guidance to help them improve their
work, and/or methods for learning.
ï± It encourages students to self-assess their own work, which is a helpful skill that can be
used throughout their time as a student, and when they enter their career field.
17. âAssessment for learning occurs throughout the learning process.â
ï± It is interactive, with teachers:
âą Aligning instruction.
âą Identifying particular learning needs of students or groups.
âą Selecting and adapting materials and resources.
âą Creating differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning.
âą Providing immediate feedback and direction to students.
18. Studentâs role
ï± Strive to understand the target language.
ï± Act on classroom assessment
ï± Encourage success.
19. A formative assessment is often conducted in the
form of various fun and interactive activities. Such
activities engage students and induce learning, for
instance:
- Classroom Discussions
- Group Activities
- Homework Assignments
- Surveys, and Quizzes
- Reflection
- Writing Assignment
- Class Presentations
- Educational Games
26. References:
Black, Paul & Wiliam, Dylan. (2009). Developing the theory of formative assessment.
Educational Assessment Evaluation and Accountability. 21. 5-31.10.1007/s11092-008-
9068-5.
McMillan, J. H. (Ed.). (2007). Formative classroom assessment. New York: Teachers
College Press.
Black, P., & Wiliam, D. ( 1998a). Assessment and classroom learning. Assessment in
Education, 5(1), 7-74.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi
Delta Kappan, 89(2).
Hinweis der Redaktion
In general, assessment is any process by which evidence is collected to make informed decisions.
(THERE ARE MORE BUT FOR OUR PURPOSES TODAY WEâLL TALK ABOUT THREE) (THERE ARE MORE BUT FOR OUR PURPOSES TODAY WEâLL TALK ABOUT Two)
As the cook, or teacher, we need to stop and taste the soup before we move forward with instruction. We need to design instruction so students can press the reset button and go back to learn what they missed the first time. We can use many techniques to assess student achievement and understanding.
A summative assessment takes place at the end of a unit/course. It measures the studentsâ learning and determines their rank, grades, and percentages.
useful in determining the effectiveness of teaching techniques and strategies after a specific lesson, such as unit, or chapter, tests