Formative Assessment
Summative assessment is: used for judgement assessment of learning Formative assessment is:
Inclusive assessment approaches to learning in the English Language Classroom – I’m a teacher not a psychologist!
'I think there is a learner in my class with SEN but I’m not sure, because I don’t know what I should be looking for and I don’t know what to do next. I probably should talk to the parent but don’t know how.’Eliza, primary teacher from Italy 'We have to do state exams at the end of the year and I know some of the learners with SENs in my class won’t be at the right standard. What can I do? How do I give them some confidence when they know they are behind the others?'Maria, secondary teacher from Spain
Types of Summative Assessment
'Summative' assessments are set to enable tutors to evaluate, and assign a mark to their students' learning at a particular point in time. The mark assigned contributes to the final outcome of the students' degree. The most important thing when completing any form of assessment or examination is to establish what the goalposts are, by looking at: the exact details of the assignment, including instructions about format, presentation and structure the marking criteria for the assessment the "intended learning outcomes" for the course, i.e. what the tutor has stated that s/he expects you to be able to demonstrate in order to pass the course These should be made available in handbooks, via Blackboard and/or on course unit outlines distributed by the course unit leader.
Definition of Formative Assessment
Definition: A formative assessment can be defined as a variety of mini assessments that allow a teacher to adjust instruction on a frequent basis. These continuous assessments allow teachers to use a variety of instructional strategies to help students reach instructional goals. A formative assessment is quick and easy to administrator and provides both the teacher and student with quick data that ultimately drives instruction and learning.
Summative Assessment Definition
Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria: The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. Summative assessments are commonly contrasted with formative assessments, which collect detailed information that educators can use to improve instruction and student learning while it’s happening. In other words, formative assessments are often said to be for learning, while summative assessments are of learning.
Assessment for learning: are you using it effectively in your classroom?
Engagement and effort are essential characteristics of good learners. Research indicates that children who start school socially and academically ahead of their peers tend to be more successful in school. This results in an achievement gap, which widens as children move through the school system if it persists. One of the factors that can influence this is the way assessment is perceived by youngsters who start at a disadvantage; it can either strengthen or break their belief in their capabilities. Schools in England have become data driven; teachers are heavily influenced by the need to produce summative performance data to assess school effectiveness, set targets and monitor standards. Most schools have amalgamated this into their regular monitoring systems with teachers being asked to report on achievement every few months.
Examples of Formative Assessment
When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.
September 2012
Formative vs. Summative Assessment: Does It Matter? by Deena Boraie Assessment terminology has become a minefield because it often obscures distinctions between concepts, which in turn affects classroom practice. Understanding assessment concepts is key to assessment literacy, and teachers who are assessment illiterate can have a negative effect on the quality of education and on students’ learning (Popham, 2009).
The Value of Formative Assessment
The current wave of test-based "accountability" makes it seem as though all assessment could be reduced to "tough tests" attached to high stakes. The assumption, fundamentally unproven, is that such tests produce real improvements in student learning better than do other educational methods. In this environment, Paul Black and Dylan Wiliam's "Inside the Black Box: Raising Standards Through Classroom Assessment" (Phi Delta Kappan, October 1998) provides strong evidence from an extensive literature review to show that classroom "formative" assessment, properly implemented, is a powerful means to improve student learning -- but summative assessments such as standardized exams can have a harmful effect.
3 Learning Styles
Everyone processes and learns new information in different ways. There are three main cognitive learning styles: visual, auditory, and kinesthetic. The common characteristics of each learning style listed below can help you understand how you learn and what methods of learning best fits you.
Visual, Auditory and Kinesthetic (VAK) learning style model
A common and widely-used model of learning style is Fleming’s (2001) Visual Auditory Kinesthetic (VAK) model. According to this model, most people possess a dominant or preferred learning style; however some people have a mixed and evenly balanced blend of the three styles: Visual learnersAuditory learnersKinaesthetic learners Visual learners tend to:
The visual (spatial) learning style
If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans and outcomes in your mind's eye. You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn. The whiteboard is a best friend (or would be if you had access to one).
Pearson Prentice Hall: eTeach: Strategies for Visual Learners
by Patricia Vakos Introduction: Contrasting Styles From Personal Experiences Challenges of the Visual Learner Strategies for Teaching Visual Learners Implications for the Teacher Bibliography Links Silent and very still sat 18 kindergarten students, patiently waiting for the teacher to begin her lesson. Then, and only then, may they take out their beloved bears that they had permission to bring to school on this special day. With her pigtails swinging side to side, Alex looked up at her teacher and proudly proclaimed that her bear Amy had been to every doctor's visit since she was born. Not to be outdone, Ross jumped up and shouted that his bear had been around the world at least 20 times when it was accidentally left on an airplane.
