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Assessment in Education

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26 views22 pages

Assessment in Education

Uploaded by

minsetpaing.11
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSMENT:

FORMATIVE & SUMMATIVE


Practices for the Classroom

DED0314 PEDAGOGY
NIRMALA DEVI RAJOO
Why Discuss Assessment?
 SINI & DINI Root Cause Analysis
 A review of the data shows that there is a lot
of testing happening in the district, but that
assessment does not necessarily drive
curriculum and instruction.
 District educators indicated that the timeliness
of receiving data impacts their ability to use it
effectively.
 Educators expressed a frustration related to
their ability to analyze and synthesize the
data.
What is Assessment?

The word ‘assess’ comes from the Latin


verb ‘assidere’ meaning ‘to sit with’.

In assessment one is supposed to sit with


the learner. This implies it is something we
do ‘with’ and ‘for’ students and not ‘to’
students (Green, 1999).
Assessment in education is the process of
gathering, interpreting, recording, and
using information about pupils’ responses
to an educational task. (Harlen, Gipps,
Broadfoot, Nuttal,1992)
The State of Assessment

 “A wealth of research – a poverty of practice.”


(Black and Wiliam, 1998)
 Shift from “teaching” to “learning”
 Preservice and inservice training
 Confusion of terms and conditions
Evaluation
Assessment
 Formative
 Summative
Formative and summative assessment are
interconnected. They seldom stand alone in
construction or effect.
The vast majority of genuine formative
assessment is informal, with interactive and timely
feedback and response.
It is widely and empirically argued that formative
assessment has the greatest impact on learning
and achievement.
Values and Attitudes about Assessment

1. Teachers value and believe in students.


2. Sharing learning goals with the students.
3. Involving students in self-assessment.
4. Providing feedback that helps students
recognize their next steps and how to take
them.
5. Being confident that every student can
improve.
6. Providing students with examples of what we
expect from them.
Formative Assessment

 Assessment for learning


 Taken at varying intervals throughout a
course to provide information and feedback
that will help improve
the quality of student learning
the quality of the course itself
 “…learner-centered, teacher-directed,
mutually beneficial, formative, context-
specific, ongoing, and firmly rooted in good
practice" (Angelo and Cross, 1993).
 Provides information on what an individual
student needs
To practice
To have re-taught
To learn next
Key Elements of Formative Assessment
1. The identification by teachers & learners of
learning goals, intentions or outcomes and criteria
for achieving these.
2. Rich conversations between teachers & students
that continually build and go deeper.
3. The provision of effective, timely feedback to
enable students to advance their learning.
4. The active involvement of students in their own
learning.
5. Teachers responding to identified learning needs
and strengths by modifying their teaching
approach(es).
Black & Wiliam,
Summative Assessment
 Assessment of learning
 Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
 Summative assessment methods are the most
traditional way of evaluating student work.
 "Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
Formative Summative

‘… often means no more than ‘…assessment (that) has


that the assessment is carried increasingly been used to sum
out frequently and is planned at up learning…’(Black and Wiliam,
the same time as teaching.’ 1999)
(Black and Wiliam, 1999)
‘… looks at past achievements
‘… provides feedback which … adds procedures or tests to
leads to students recognizing existing work ... involves only
the (learning) gap and closing it marking and feedback grades to
… it is forward looking …’ student … is separated from
(Harlen, 1998) teaching … is carried out at
intervals when achievement has
to be summarized and reported.’
‘ … includes both feedback (Harlen, 1998)
and self-monitoring.’ (Sadler,
1989)

‘… is used essentially to feed


back into the teaching and
learning process.’ (Tunstall and
Gipps, 1996)
The Garden Analogy
If we think of our children as plants …

Summative assessment of the plants is the process of


simply measuring them. It might be interesting to
compare and analyze measurements but, in themselves,
these do not affect the growth of the plants.

Formative assessment, on the other hand, is the


equivalent of feeding and watering the plants appropriate
to their needs - directly affecting their growth.
Factors Inhibiting Assessment
 A tendency for teachers to assess quantity and
presentation of work rather than quality of
learning.

 Greater attention given to marking and grading,


much of it tending to lower self esteem of
students, rather than providing advice for
improvement.

 A strong emphasis on comparing students with


each other, which demoralizes the less
successful learners.
Self-evaluation
Where would you place your assessment practice on the
following continuum?

The main focus is on:


Quantity of work/Presentation Quality of learning

Marking/Grading Advice for improvement

Comparing students Identifying individual


progress
Forms of Summative Assessment

 Performance Assessment
 Portfolio
 Traditional Tests
Implications for classroom practice

 Share learning goals with students.


 Involve students in self-assessment.
 Provide feedback that helps students
recognize their next steps and how to take
them.
 Be confident that every student can
improve.
THANK YOU

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