Formative assessment

Formative and summative assessments are the most common types of educational evaluations, each with its own distinct purpose and difference in meaning. Formative assessment is to monitor students learning and provide feedback for the teacher to improve their teaching and for students to improve their learning. On the other hand, summative assessment is to evaluate students learning at the end of a unit to compare it against the standards "Formative, Summative, Interim: Putting Assessment in Context"

Formative and Summative Assessment. Mary James, in her article ‘Assessment and Learning’ in the book ‘Unlocking Assessment’, voices out her opinion about the fact that assessment must be congruent with learning. She highlights the idea that some assessments carried out in schools do not claim to assess learning. The learning of the individual is, of course assessed ,but the focus is only on performance under test conditions. The very purpose of assessment is to motivate and not discourage or

Introduction Formative assessments are used in elementary, secondary, and post-secondary schools as well as other educational institutions. Formative assessments allow teachers to give feedback to students about their strengths and weaknesses (Tovani, 2011). According to Lang et. al (2008), educators initiated the use of the formative assessment process to make predictions about students’ outcomes on standardized or high-stakes tests. Lang, et al (2008) also contended the conception of formative assessments

1.2.2. The importance of using Formative assessment in English classroom According to Seth Wagner, formative assessment is a great way to measure a student’s performance during instruction, and usually occurs regularly throughout the instruction process. When we assess student learning for formative purposes, there may be no final mark on a student’s paper or summative grade in our grade book. Rather, formative assessment can serve as practice for our students, much like a meaningful homework assignment

Group Activities as Formative Assessment in Mathematics Classroom The modern educational system is characterized by an increase demand for accountability and high-stakes testing. The demand for such accountability and testing is demonstrated in the quest for the use of summative assessments that provide a summary of the learning progress of students. Generally, the push for increased accountability and high-stakes testing has contributed to the use of different kinds of assessments that are administered

Feedback Peer assessment lies at the heart of formative assessment. Using peer feedback in writing classrooms enables students learn from their peer and support each other. (Carless, 2011) This goes in line with Vygotsky’s (1978) social-interactionist view which claimed that students learn better when they interact with their peers. Although there are concerns that students may not be able to assess their peers as reliable as their teacher, Carless (2011) argued that giving reliable assessment is not the

Analysis of Results- Key Findings This division unit included a variety of assessment types including a pre-assessment, formative assessments, and a final summative post assessment. In addition to the assessments that were scored, an anecdotal notes sheet was also used to keep track of informal assessments like student behaviors, participation, completion of worksheets, lesson activities, note-taking skills, and various other aspects of this unit that also affect the overall outcome of the unit

Student Learning: Formative Assessment in the Classroom Literature Review As a part of the instructional process, a formative assessment is very important. It is generally incorporated into the basic practices of the classroom, and provides information that teachers can use in order to adjust the learning and teaching "in real time" (Adey, 2005; Leung, 2007; McClain & Cobb, 2001). In other words, teachers see what they need to do right away, because they are engaged in what the students are learning

During my experience at Challenge Academy in Fall 2015 I heavily relied on continuous formative assessment to determine my student’s attentiveness and level of comprehension. At the beginning of each session I would have the student explain what she had previously covered to check her understanding and we would also discuss what areas she struggled with or enjoyed. Throughout lessons my student would respond to verbal questions I asked, get feedback on her answers through the comprehension check

and Wiliam study, assessment refers to “all those activities undertaken by teachers – and by their students in assessing themselves – which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” This ten-year review of research on assessment proved that formative assessment could raise achievement in schools when a focus on how children learn was implemented. In early 2002, the Scottish Government implemented Assessment is for Learning