'Formative and Summative Assessment Essay\r'

'Assessment is a term that includes all told of the various methods routined to determine the extent of an separate’s proceeding. In article of faith and breeding situation, sound judgment refers to the methods utilise to determine exploit of discipline outcomes. as well in professional contexts, mind is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009).\r\nAssessment to a fault provides a play of major benefits including: • Grading: judging may be used to define achievement and to measure the learners’ prep aredness for professional challenges. • Motivation: legal opinion may tenseness on real teaching by creating an hazard that carries with it the rewards of completion or grades. • erudition work out: assessment activities mass guide individuals to learn and relearn subject content efficiently. • Feedback: assessment provides opportunities for individuals to monitor the quality of their performance and identify areas for improvement.\r\nPURPOSE OF sagacity\r\nIt is easy to become so immersed in the n peerless of teaching that we lose sight the exact routine of a assessment. There is then the possibility that we are overlooking another(prenominal) form of assessment which susceptibility be more than appropriate. We actually assess school-age childs for quite a a range of different reasons †motivation, creating information opportunities, to bust feedback (to both students and staff), to grade, and as a quality federal agency mechanism (both for internal and external systems).\r\nBecause all as well often we do not disentangle these functions of assessment, without having real thought it through assessments are frequently seek to do all these things, to varying\r\ndegrees.(Oxford Brookes University,2011).\r\nIn point it is arguable that epoch it is desirable for assessments strikeing the initial three of these functions to be con ducted as often as possible, the closing two do not consider to be make anywhere near so frequently; it is simply important that they are done some(a)where.\r\nThe implications of this are that while an essay question, where all the answers are double marked and the marks itemise towards the students’ final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students’ final grades but is simply a division requirement, could fulfil the initiatory three functions and may not even require a tutor to be present.\r\n fictile opinion\r\n pliant assessment is typically contrasted with additive assessment. The former supports instructors and students in finale-making during cultivational and eruditeness actiones, while the latter occurs at the dis train of a scholarship unit and determines if the content being taught was retained.(Wikipedia,2013). formative assessment is not distinguished by the order of assessment, but by how the information is used. The same adjudicate may act as either shaping or summational. However, some methods of assessment are advance suited to one or the other purpose.\r\nCHARACTERISTICS OF constructive ASSESSMENT\r\nDuring plastic assessment, nurture is the shared endeavor of both teacher and student and alterations to the teaching and reading process take place as postulate to further the goal. This gets both the teacher and the student the opportunity for assessment and improvement as an ongoing process instead of an end product. shaping assessments are assessments for learning, or else than assessments of learning, according to the Association for Supervision and Curriculum Development.\r\n cerebrate\r\n moldable assessments are focused on the learning process as well as the learning improvement. bandage other assessments may further focus on the end result, formative assessments check the students progress consistently so that adjustments sack be do to reach learning goals.\r\nOngoing\r\nA formative assessment is consistent and ongoing throughout the learning process. It differs from assessments that focus on the end result. Ongoing assessments divide both teachers and students the chance to make adjustments to teaching and learning strategies so learning ultimately takes place. Immediate\r\nWhile other forms of assessment focus on the end result, formative assessments provide immediate feedback to both teachers and students callable to ongoing assessment practices. The immediate feedback teachers and students experience digest be used to motivate and further learning.\r\nLIMITATIONS OF pliant ASSESSMENTS\r\nAlthough offering many benefits, effective formative assessment abide be difficult to achieve at scale. It may be logistically impossible to provide critical descriptive feedback for each student in a large class. counterbalance with a smaller number of students to deal with, formative assessment is time-consuming as it requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when combined with the summative assessments teachers are unavoidable to complete.\r\nThe layered accountability chain in education †student to teacher, teacher to schooling, school to district, etc. †creates general pressure for student performance to be objectively and comparatively measurable at each level. Formative assessment, by definition, doesn’t easily provide that variant of accountability. This explains why, although the advantages of formative assessment have been repeatedly joint since the distinction between it and summative assessment was first made in 1967, empirical studies persist in to arrangement that actually few teachers consistently make use of it in actual practice.\r\nSUMMATIVE ASSESSMENT\r\n summational assessment me asures attainment and allows for the recording of the learning progress. It parking lotly takes the form of seeks and examinations, though it is becoming increasingly common for summative assessment to include other tasks more(prenominal) as a project completed during the school year. This move away from assessments based on a single examination gives learners the opportunity to perform to the crush of their ability. Not all learners perform well low examination pressure. Furthermore,examinations do not always kick in themselves to eliciting the range of language structures and uses that have been the objective of teaching\r\nCHARACTERISTICS OF SUMMATIVE ASSESSMENT\r\nThe results of summative assessment allow us to determine the degree to which learners have deliver the goods specific learning objectives. Such a decision may have an important consequence on learners’ future prospects. It is therefore crucial that not only is the assessment valid, but that the results obtained are reliable.\r\nValidity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, refers to the results obtained and whether these would be the same if the same learners took the assessment on another occasion provided that no further learning had interpreted place and regardless of who marked the assessment if more than one person was involved in the process.(Summative assessment,2005).\r\nWhether summative assessment is norm-or criterion-referenced will be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are interested in whether candidates have mastered certain skills, then we would not get the required information through norm-referencing.(Meason)\r\nFor example, when assessing air lane pilots we are interested in whether they can tent flap a plane safely to a very high level of proficiency. Knowing which trainees were the best would not suffice since it is possible that no trainee of a given group would have reached the required standard to safely fly a plane\r\nLIMITATIONS OF SUMMATIVE ASSESSMENT\r\nStudents can face anxiety in training for a test, an anxiety that grows as the perception of the test’s significance grows. Summative tests advise schools to generate to prolonged pretesting bits and preparation classes, which can increase student anxiety.(Spiral). In addition, some students simply do not test well, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a student’s ability Summative assessments winnow have an overall negative impact on student self-esteem, resulting from the perception of inferiority that like tests can give test-takers.\r\nStudents who perform poorly on standardized tests were found to suffer from lower self-esteem in situations where these same students had not previously exhibited signs of self-esteem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can suffer from the failure to meet their own higher expectations. The result can be a reduction in educational motivation.(Hammond).\r\nEXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND LEARNING persuasion\r\nCONCLUSION\r\nIn my view,both types of assessments are better,that is a equilibrize assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications about results facilitates student involvement and ownership of learning.Formative assessment can be vital importance in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in advance of the summati ve testing.Such results can be used as the basis for modify the teaching learning situation early fair to middling to change the immediate as well as alter the forecast.\r\nLearning is a process which can be observed and evaluated as it is taking place.Formative military rank can be used to make the process more effective long before the summative evaluation.Recognition of the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and learning before it is too late.\r\nREFERENCES\r\nAranda S,Yates P.An Overview of assessment.Canberra: (EdCaN),Australia;(2009).Retrieved from: www.edcan.org/pdf/edCanOverview.pdf\r\nBoggiano A,Pittman T. Achievement and Motivation: A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York.\r\nHammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from: http://www.ehow.com/info_8568251_summative-assessment-weaknesses.html\r\nMeason C.eHow.Education.Characteristi cs of Formative assessment.Retrieved from http://www.ehow.com/list_6732311_characteristics-formative-assessment.html\r\nOxford Brookes University.(2011).Purpose of Assessment.Retrieved from: www.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htm\r\nSpira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.html\r\nStiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from: http://www.bcsd.org/district.cfm?subpage=55380\r\n‎Summative assessment.(2005).Retrieved from\r\nhttp://cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htm\r\nSpira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen\r\n'