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Formative vs Summative Assessment

Formative vs Summative Assessment
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. 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. Summative assessments are often high stakes, which means that they have a high point value.

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. The ideas and strategies in the Assessing Student Learning resources support three interrelated objectives for quality in student assessment in higher education. The relationship between assessment practices and the overall quality of teaching and learning is often underestimated, yet assessment requirements and the clarity of assessment criteria and standards significantly influence the effectiveness of student learning. For most students, assessment requirements literally define the curriculum.

Pratham Scholarship Program In most states, the Std IV/V examination is a milestone as it is the first time that elementary school children are examined formally. However, as revealed by ASER results, many of these children are still struggling with elementary reading and arithmetic and therefore require additional support. The government of Maharashtra conducts a centralized merit exam for children in Stds IV and VII which test their aptitude in language, math and analytical skills.This exam has been made mandatory for all Std IV and VII students since 2005. In an effort to move beyond basic literacy and numeric ability and focus on learning excellence, Pratham piloted the scholarship preparation program in Mumbai in 2007. Classes were held in 25 schools and 54 slum communities. Today, the program is running in several cities of Maharashtra and in Delhi.

About the DO School The DO School offers training, mentoring, and education for outstanding emerging social entrepreneurs to kickstart their own ventures all around the world. We offer a unique one-year educational program that enables talented young adults to launch their own innovative and sustainable social ventures. The program allows our Fellows to learn from passionate peers, engage with current leaders and experts, and create change by implementing their social ventures in their home countries. We have created a one-of-a-kind platform where experienced individuals can share their knowledge in a fun and effective way, helping to inspire positive change through teaching. In addition to our educational program, we have established the DO School Innovation Lab. We believe that Education should help prepare young people to face the challenges that come with our complex and increasingly globalized world. We need to educate the next generation to successfully handle complexity as well as shape the future.

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. These prompts may be useful when you are thinking about the parameters of individual assessment tasks, and how they will combine into a well-integrated and coherent assessment plan. Figure 1: Some dimensions of assessment tasks Broad assessment task activity Think of assessment tasks in terms of the main overall activity through which students demonstrate their learning. Figure 2: Broad assessment activity types A single assessment task can combine several activity types. The following examples are loosely clustered into the 4 types. "Doing" tasks However, "doing" tasks can also cause considerable performance anxiety for students.

onlineed.pdf Problem of gender differences on physics assessments remains unsolved In a new synthesis of past work, researchers found that women consistently score lower than men on common assessments of conceptual understanding of physics. However, when examining the factors that may account for these differences (such as student background and test-taking strategies), no clear pattern emerged. Thus, despite previous claims that the causes of this gender gap have been pinpointed, the problem remains unsolved and poorly understood. This has critical importance for science education reform. Many changes have been made in college science instruction in the past decades. Numerous classrooms have shifted from a traditional lecture presentation to more interactive formats that aim to engage students in building their own knowledge. "These tests have been very important in the history of physics education reform," said Dr. But several studies had also reported that women's scores on these tests are typically lower than men's.

Creating a quasi-market in higher education in Australia The introduction of the demand-driven system for undergraduate places in 2012 saw the differences between the government regulated world of public universities and the market-driven world of international and postgraduate education diminish. With the federal budget that difference has almost disappeared. In the demand-driven system, domestic students wanting to attend university can choose which university and which program they wish to take, subject to meeting the entry criteria. Access to government funding for these undergraduate and sub-degree places will be extended to non-university higher education providers both public and private. As a result, Australia’s public universities will now operate in what can be described as a quasi-market, rather than as public universities funded by federal government. Continuing cuts in the government subsidy per higher education place have accompanied greater access to higher education. Student subsidies invest in more than just students

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. The capabilities required can be quite different to face-to-face teaching both in terms of integrating appropriate forms of technology into learning activities and in managing and supporting students' learning online. This guidance note is aimed at teaching staff involved in designing and delivering online learning. Strategies for teaching online Online learning raises important and interconnected issue for students, course developers, lecturers and senior managers. Considerations Opportunities and challenges for lecturers

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. This can also be accomplished by offering choices of how to be assessed, for example giving students the option of writing a paper or taking an exam for a unit of instruction, as long as by the end of a course they have done both forms of assessment. This might also be accomplished by offering multiple questions, and having students choose which to answer. Consider intervals for assessmentThe frequency of assessment varies widely from course to course. Reflection of Faculty Expectations top of page

For Teachers Institutional Best Practices An institution’s adherence to AIRC’s institutional guidelines signifies its commitment to engaging in marketing, recruitment and student support practices that are truthful, ethical and transparent and which meet with the highest levels of professionalism. Furthermore, it signifies an institution’s commitment to operating in accordance with NAFSA’s Principles of Good Practice for the Recruitment and Admissions of International Students. Guideline 1: Commitment to Proper Student Support Services AIRC Institutional and Pathway Members understand the international student experience, recognize the importance of respecting the needs of their students, and commit to the provision of supporting programs and services conducive to the enrollment, persistence and success of international students on their campuses. Purpose: Guideline 2: Accuracy in Marketing Information Purpose: Guideline 3: Transparent Student Recruitment Practices Guideline 4: Engaged and Strategic Agent Management NAFSA.

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. There are many reasons why on-line assessment is being adopted by Australian universities. The move to on-line and computer based assessment is a natural outcome of the increasing use of information and communication technologies to enhance learning. At the same time, in a climate of increasing academic workloads, the adoption of on-line assessment may help to manage large volumes of marking and assessment-related administration efficiently. Is on-line assessment improving the assessment of student learning? Realising the educational benefits of on-line assessment NB.

Bhutan: Children Learn To Grow Nutritious Food At School Karma, a student at the Yurung school in southern Bhutan, holds a freshly harvested pumpkin from the school’s garden. Copyright: WFP/Angeli Mendoza Cabbage, chilli, peanuts, cauliflower, spinach, carrots...the garden of the lower secondary school in Yurung, Bhutan, probably has more fresh vegetables than your average neighbourhood market. PEMAGATSHEL -- Karma Yangzom speaks shyly when she is with me but in the school garden she moves with ease and confidence among her peers. “The vegetables here are organic and fresh, I can eat them confidently without worrying if there are any harmful chemicals,” she says, indicating the extensive vegetable garden at the Lower Secondary School in Yurung, south-eastern Bhutan. I nod encouragingly. Classes on Agricultural Gardening became part of the school's curriculum in 2002, under a joint initiative by two ministries of the Royal Government of Bhutan: Agriculture and Education. It's a boarding school and the students receive three meals a day.

Best Practice & Innovation - International Education Association of Australia (IEAA) Distinguished Contribution | Leadership | Best Practice | Professional Commentary | Postgraduate Thesis Best Practice / Innovation in International Education 2014 These awards recognise the work of an individual or team that has contributed to international education through a groundbreaking development in international development, internationalisation of the curriculum, marketing or communication, support programs for international students, pathway initiatives, mobility programs or social inclusion activities. These awards are proudly sponsored by Hobsons. This year's awardees are: The recipient's of this year's awards will present on their respective projects at the Australian International Education Conference (AIEC) in Brisbane: Date: Wednesday 8 October 2014 Time: 3.30pm–4.25pm Location: M1, Mezzanine Level Picture Yourself in Perth, Chengdu Competition – StudyPerth Mike Ryan, StudyPerth Leo Yu, StudyPerth Jessie Ying, StudyPerth The competition aims to: Back to Top

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