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Formative vs Summative Assessment - Teaching Excellence & Educational Innovation

Formative vs Summative Assessment - Teaching Excellence & Educational Innovation
Formative assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need workhelp faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topicsubmit one or two sentences identifying the main point of a lectureturn in a research proposal for early feedback Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. a midterm exama final projecta papera senior recital

Related:  Articles--Teachers; Assessment; EvaluationModule 5 - Online Assessment StrategiesDIPLOMADOS

Classroom Assessment A. Formative vs. Summative Assessments Assessing Student Learning - core principles Enhancing learning by enhancing assessment Assessment is a central element in the overall quality of teaching and learning in higher education. Well designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practise and receive feedback. Assessment is an integral component of a coherent educational experience.

Visual and Auditory Processing Disorders By: National Center for Learning Disabilities (NCLD) (1999) Introduction Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound. The terms, "visual and auditory processing" and "visual and auditory perception", are often used interchangeably. Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual and auditory perception.

Selecting Assessment Methods Determine the optimum mixture of assessment tasks At the course level, an assessment plan that comprises several different components or tasks will increase the likelihood that students experience at least one task type that suits their preferred learning style. As a guide to planning for the optimum mixture of assessment tasks, consider a range of dimensions. Why Formative Assessments Matter Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction.

Choosing appropriate assessment Vary assessmentsStudent learning styles vary widely, and their strengths and challenges with respect to assessment vary as well. Instructors need to consider that variation as they choose assessments for their courses. By varying the way we assess student understanding, we are more likely to offer opportunities for every student to demonstrate their knowledge. This can be accomplished by creating courses with three or more forms of assessment, for example papers, class projects and exams. Our Out-of-Sync Life: Visual Perception Activities Today, Bubs and I braved the elements to attend his vision therapy screening. Going into the appointment I didn't know if I should be praying that he has a vision problem or not. If the learning difficulties were visual then the issue could be fix with glasses.

E-Guide: E-Tutoring: Designing and supporting online learning Introduction E-tutoring can be defined as teaching, support, management and assessment of students on programmes of study that involve a significant use of online technologies (TechLearn, 2000). Thus, at first glance, e-tutoring is only different to tutoring in terms of the involvement of technology. Herein, however, are contained vital differences in terms of time, distance and the specific technologies adopted, and these all have implications for teaching staff.

Common Core State Standards Welcome to the Share My Lesson Information Center for the Common Core State Standards. As well as a wealth of facts and statistics about the standards, you'll also be able to find aligned curricula and lesson plans, the latest news on the Common Core and relevant videos and links. In addition, you can access expert advice and opinions in our Common Core Forum, where you can ask or answer questions on the standards. The Common Core State Standards will require big transitions and changes to the professional lives of educators and we want to help.

Assessing Student Learning - five practical guides ‘If lower-order learning is an unintended educational consequence of on-line assessment, then any perceived or real gains made in efficiency, staff workload reduction and/or cost savings are at a questionable price.’ Why consider on-line assessment? A good deal of investigation and development is underway in Australian universities into the possibilities for effective and efficient on-line and computer-based assessment. The current commercial ‘virtual learning environments’, which integrate various curriculum elements at subject level into a single software portal, usually offer various built-in options for student assessment. As well, many on-line assessment initiatives are being locally developed to suit specific curriculum needs.

What Are Classrooms Like for Students with Learning Disabilities? How do general education classroom environments respond to individual differences and needs? How readily do teachers alter their forms of classroom organization; how readily do they modify approaches? Common classroom conditions can and do affect many students adversely-to some degree, at one time or another, in one way or other-but, some students are especiallyvulnerable to classrooms' hazards (e.g., children of poverty, nonnative speakers, those with attention deficits). Students with learning disabilities are among the mostvulnerable-at chronic risk for "not learning" under the aforementioned conditions, for long-term academic and social problems, and for lifelong debilitating side-effects of their classroom experiences. Classrooms can be perilous in a number of ways for students with learning disabilities.

Promoting Data in the Classroom Click here to view PDF This report explores the use of student achievement data to improve classroom instruction. The paper, Promoting Data in the Classroom: Innovative State Models and Missed Opportunities , highlights examples from two states, Oregon and Delaware, of federally funded, state-driven efforts to equip teachers with the tools they need to utilize student data. The No Child Left Behind Act launched a decade of development in state educational data systems, and since its passage, states and school districts have produced reams of student achievement data each year. However, unless teachers are able to capture those and other data and utilize them in the classroom to ensure each student’s needs are met, they are of little value to school officials or students. This report from the New America Foundation offers federal policymakers a view into two states’ federally funded efforts to implement data systems that work for teachers.

The Benefits of Using Online Assessments With the end of the year setting in, you may be in the midst of assessment season. Or maybe you’re getting everything ready for your class assessments directly after the Christmas break. Setting up assessments can be a complicated and time consuming activity for teachers and trainers, so you may want to take a look at some different techniques which might make your life a little bit easier.

An Ocean of Unknowns Click here to view PDF What is the best way to use data to measure teacher impact on student learning? States and school districts are attempting to navigate these uncharted waters. As of 2012, 20 states and DC require evidence of student learning to play a role in evaluating teacher performance. As a result, better information on student learning is in high demand, and no grade level is immune.