This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.

1. Faculty of Mathematics and Sciences
Mathematics Department
Trends And Issues
In Education For Mathematical Sciences
(SME3023)
ASSIGNMENT : Issues On Assessment.
Group Members:-
1) Paul Vosko Anak Ranged (D20121059016)
2) Nor Azila Binti Razak (D20112052105)
3) Dg Norhayati Binti Mahamad (D20112052103)
LECTURER : Dr. Mohd Faizal Nizam Lee bin Abdullah

2. 5.0 INTRODUCTION
The word “assessment” comes from the Latin verb “assidere”, meaning “to sit with”. This word origin implies that in assessment the teacher sits with the learner and assessment is something teachers do with and for students rather than to students (Green, 1998). Besides that, 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).In education, assessment is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal, 1992).
5.1 TYPES OF ASSESSMENT
1. Formative Assessment
Formative assessment are for learning. It’s refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. However formative assessment, in particular, is something teachers do with and for students. Teachers involve students with them in the assessment, thus students and teachers are partners, both sharing responsibility for learning. Formative assessment provides evidence for improving student learning. Indeed, to emphasize this function, it is often referred to as “assessment for learning” .Lorna Earl (2003) also uses the phrase “assessment as learning,” signaling the active role students play in the process.
In formative assessment, it will take at varying intervals throughout a course to provide information and feedback that will help improve by :-

3. 1. Quality of student learning
The assessment of teaching and learning can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning.
2. Quality of the course itself
Most of the time, students provide feedback on learning content and teaching quality only at or after end of the learning process.
In formative information, it’s also provides information on what an individual student needs such as to practice their knowledge and skills, to have re-taught based on their knowledge learning and to learn next for other topics .
However, the purpose is really more detailed than that. According to Rassi (1999), the purpose of formative assessment is to monitor students’ acquisition of knowledge and skills during educational preparation, that is, during the time when students’ basic and professional knowledge, skills, and attitudes are being ‘formed.’ Ongoing assessment helps students and their academic and clinical instructors to systematically track and document progress toward the attainment of learning outcomes. Assessment results can also serve as useful indicators for responsive and responsible educational planning.
Key Elements of Formative Assessments
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, 1998)

4. Example of formative assessments:-
1. Oral questioning.
Ask the whole class if they have a 'muddiest point'--the one thing that seems to keep them from understanding and learning--and write their responses down on a whiteboard or chalkboard. One by one, walk through their 'muddiest', explaining and checking for understanding as you go along. Or, ask them to jot them down. Collect them and write them down on the board for class participation and explanation.
2. Draft work.
Teacher gives one of questions from project to draft what needs to be done before students starting their projects.
3. Portfolio reviews.
In Set chapter, teacher give a situation to student to solve it by using Venn Diagram method so they can divide and analyzed the quantity of person or thing that involve in the situation.
4. Peer / self assessments
Peer assessments that allow students to use one another as learning resources. For example, “workshopping” a piece of writing with classmates is one common form of peer assessment, particularly if students follow a rubric or guidelines provided by a teacher.

5. 2. Summative Assessment
Summative assessment are for learning. That’s generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Besides that, summative assessment methods are the most traditional way of evaluating student work and it’s "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993). However summative assessments are given periodically to determine at a particular point in time what students and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district and classroom level is an accountability measure that is generally used as part of the grading process.
Besides that, the purpose of summative assessments are measure student achievement at a point in time for reporting and accountability. However, the summative assessments are sort students in rank order and maximize student learning through standardized test, etc.
Example of summative assessments:-
1. Inquiry projects.
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
2. Presentations.
Students make a presentations on topics that are given by the teacher such as in topics of set.
3. ortfolio reviews.
Students take a quiz that given by teacher based on the topics are taught individually.
4. Test and quizzes.
At end of the lesson, teacher are gives some of quizzess to evaluate students to understanding of the lessons that they learned.

6. 5.2 FORMATIVE VS SUMMATIVE ASSESSMENTS

7. 5.3 CONCLUSION
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000). Formative assessment provides evidence for improving student learning. In formative assessments, that are several examples such as oral questioning, draft work, portfolio reviews and peer / self assessments. Summative assessments are given periodically to determine at a particular point in time what students and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. In summative assessments have several example such as inquiry projects, presentations, grade conferences, portfolio reviews, test and quizzes.
5.4 References
 Edudemic. (2014, 2 13). The key differences between summative and formative assessments. Retrieved 11 20, 2014, from Edudemic connecting education & technology: http://www.edudemic.com/summative-and-formative-assessments/
 Edudemic. (2014, 2 13). The key differences between summative and formative assessments. Retrieved 11 20, 2014, from Edudemic connecting education & technology: http://www.edudemic.com/summative-and-formative-assessments/
 partnership, G. s. (2013, 29 8). Education reform. Retrieved 11 25, 2014, from The glossary of Education Reform For Journalist, Parents and Community Members.: http://edglossary.org/summative-assessment/
 Swaffield, S. (2009, September). The misrepresentation of Assessment for Learning–and the woeful waste of a wonderful opportunity. In Work in progress paper. AAIA National Conference. Bournemouth (pp. 16-18).
 Wiliam, D. (2003). Assessment With and for Students, 7–20.