Some educators consider interim tests to be formative, since they are often used diagnostically to inform instructional modifications, but others may consider them to be summative. There is ongoing debate in the education community about this distinction, and interim assessments may defined differently from place to place. See formative assessment for a more detailed discussion. As they always have, summative assessments can help teachers determine whether students are making adequate academic progress or meeting expected learning standards, and results may be used to inform modifications to instructional techniques, lesson designs, or teaching materials the next time a course, unit, or lesson is taught.
Yet perhaps the biggest changes in the use of summative assessments have resulted from state and federal policies aimed at improving public education—specifically, standardized high-stakes tests used to make important decisions about schools, teachers, and students. While there is little disagreement among educators about the need for or utility of summative assessments, debates and disagreements tend to center on issues of fairness and effectiveness, especially when summative-assessment results are used for high-stakes purposes.
In these cases, educators, experts, reformers, policy makers, and others may debate whether assessments are being designed and used appropriately, or whether high-stakes tests are either beneficial or harmful to the educational process. For more detailed discussions of these issues, see high-stakes test , measurement error , test accommodations , test bias , score inflation , standardized test , and value-added measures.
Skip to main content. Filed under Uncategorized. Tagged as RCA Portfolios are a great way to empower students with ownership of their products and the processes involved in the learning process. As you mentioned, self-assessments allow students to exercise that metacognitive muscle and really evaluate their understanding and progress throughout the learning task. Bond et al. I am glad to hear that you will be incorporating portfolio blogs into your daily instruction. I think we are all sold on this idea by now:.
You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. This is the original classic and encyclopedic volume defining CATs.
It describes 50 different CATS and includes examples of how each can be used in the classroom. Crouch, C. Peer instruction: Ten years of experience and results. Summative and Formative Assessment.
Formative assessment Summative assessment Grading Usually not graded Usually graded Purpose Improvement: to give feedback to instructor and students about how well students understand specific material Judgment: to derive a grade, and to allow students to work intensively with course material Focus Very focused on whether students have acquired specific skills or information Less focused on specific skills or information; instead, allows students to demonstrate a range of skills and knowledge Effort Requires little time from instructors or students; simple; done in class Requires more time from instructors and students; complex; done outside of class A classic type of formative assessment is Classroom Assessment Techniques , or CATs.
References Wiggins, G. Center for Innovative Teaching and Learning. Judgment: to derive a grade, and to allow students to work intensively with course material. Very focused on whether students have acquired specific skills or information. Requires little time from instructors or students; simple; done in class.
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