Summative Assessment

Summative Assessment
The Masters of Education in Teaching and Learning Summative Assessment for non– licensure, requires the teacher candidate to be proficient or
advanced in order to be considered successful in the completion of the program. The summative assessment consists of three categories with each
having a number of subcategories to be completed. Category one, is referred to as Knows, consists of three subcategories list as follows; 1.1 General
and Professional Knowledge, 1.2 Content Knowledge, and 1.3 Diversity. To be considered proficient in General and Professional Knowledge the
teacher candidate must demonstrate adequate general knowledge. In order to be considered advanced; the teacher candidate must show a broad base of
general knowledge....show more content...
In subcategory one, Communication, the teacher candidate must sufficient skills in speaking, writing, reading, and listening in classroom
communication to be considered proficient and exemplary to be considered advance. Subcategory two, Human relations and Leadership, the teacher
candidate must demonstrate adequate citizenship through moral leadership and sensitivity to human needs to be considered proficient and exemplary
to be considered advanced. Subcategory three, Technology and Resources, the teacher candidate must select appropriate technology and resources to
support instruction to be considered proficient. In order to be considered advanced the teacher candidate must select highly appropriate technology and
resources to support instruction. Subcategory four, Planning, the teacher candidate must utilize highly effective instructional strategies based on
developmental levels and needs of the learner to be considered proficient and or advanced in this section. Subcategory five, Assessments, the teacher
candidate must use a variety of assessment strategies to improve student learning to be considered proficient and be exemplary in this standard for
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Summative Versus Formative Assessments Essay
There are many ways in which teachers can test their students to see where they are at and what still needs to worked on. These can be broken down
into two distinct categories. First there is summative testing. Summative assessments are formal tests that are constructed by professionals to compare
students with other students. Summative tests are used to measure outcomes of learning over time and can be criterion or norm referenced.
Comparatively assessments can also be informal. Informal assessments also known as formative are generally constructed by the student's teacher.
Formative assessments are a great resource to see where a student is at and measure what needs to be learned and help prepare a student for the
summative assessment....show more content...
These types of tests are easy to grade so there is no ambiguity in the grading, which is another great advantage of criterion referenced testing.
However there are some disadvantages to this type of testing also. One such disadvantage is that if a student fails a criterion referenced test it can lead
to them failing an entire class or needing to repeat an entire concept. Another disadvantage of this type of test is that they take a lot of time and
resources to make. So they are frequently used over and over again so there is a high chance that a student is taking the same test as a student before
him. This opens the door for cheating either by students leaking the test or coaching other students about what to expect. In contrast formative tests are
much less formal than summative testing. Teachers are able to administer a formative assessment spur of the moment. The teacher can use their own
discretion on when and how to best administer a formative test. It can be as simple as a quizing students while standing in line or as structured as a in
class science experiment. Experiments are a great way to assess students level of comprehension. One of the best advantages of using a experiment is
that it requires students to implement what they have learned and actually put their knowledge into action. Another benefit is that they have a
established outcome so the teacher knows what to expect and can help the students when trouble shooting if

Formative Vs. Summative Assessment
Formative vs. Summative Assessment In today's schools, teachers are trying to decide which form of assessment, formative or summative, is a better
measure of student's abilities. Teachers are constantly pressured to make sure their students are doing well on state wide assessments, therefore, making
sure their students have the skills they need to succeed on these tests is extremely important. Formative assessment gives the student and teacher
feedback as the information is gathered (Cotton, 2017). Where summative assessments are better for capturing the amount of material learned and the
quality of learning at the end of a large unit or amount of information (Dixson and Worrell 2016). Teachers are on the warpath researching which
method is the most effective way of assessing students. In the article "Formative and Summative Assessment in the Classroom", the authors Dixson and
Worrell discuss the differences between formative and summative assessment (2016). They explain that the goal of formative assessment is to guide
instruction and summative assessment is more intended to show...show more content...
Knowing when to use each is imperative to the success of students. It is the teacher's job to decide when to use each of the types and subtypes of
assessments. Through the research presented in this literature it has been found that formative assessment is a more helpful form of guiding
instruction. Summative assessment is used to see what students know about a particular topic at a particular time, such as a cumulative exam. Students
and teachers alike feel the pressure that high stakes testing can bring. Teachers make all the difference when it comes to testing. So, in order for
teachers to have classrooms where testing is used efficiently they must work diligently to make sure their assessments are balanced and carefully

Assessment Matters
According to Newman, Fielstein, & Phelps (2013), as a teacher, it's important to have firm knowledge of summative and formative assessment and their
function in ensuring that students are mastering the significant skills and contents. It's also important for educators capably consider the information
gathered from assessments and use them in making decisions, which support all the students' learning. This week, builds on the previous assignment
while focusing on the importance of assessments. Assessments matter for both learning and teaching.
The assignment is based on the videos "Rick Wormeli: Formative andSummative Assessment" and "TEDxSoCal – Dr. Brian Stecher – Cultivating
Thriving Schools." Both videos used in this assignment study the function accountability plays and its impact on educators' work in schools. In his
video, Stecher (2011) discusses three indicators in detail, which drive all that occurs in schools. Wormeli (2010) on the other hand, outlines how
different knowledge types are assessed. The bottom–line is to seek the importance of assignments in learning/teaching for both learners and teachers.
An assessment is an assortment of devices or techniques used by instructors to measure, assess, and report the learning progress, scholarly
preparedness, instructive requirement, or ability obtaining of students (Newman, et al., 2013). Additionally, assessments help to distinguish each
students' strong qualities and struggling areas. For this

What Is Formative And Summative Assessment
Introduction
"Assessment can be the engine of curriculum reform, or the principal impediment to its implementation" (Mary Barnes, 2000) is a thought which is of
great debate in the Republic of Ireland today. Education and curriculum are constantly evolving and often assessment gets left behind. The relationship
between student learning and an effective curriculum lies in the power of the assessment. One cannot thrive without the other, and one cannot be
entirely effective unless the other is equally as effective.
In this assignment I will explore the types of assessment, particularly formative and summative assessment which are used worldwide in the classroom.
As well as the history of assessment in Ireland, the newest junior cycle programme and finally...show more content...
Research has shown that formative assessment is effective in all educational settings (Paul Black, 1998).One major difference between formative
assessment and summative assessment is the way in which formative assessment uses student involvement as an integral pillar. Without student
involvement in the assessment process, formative assessment is not reaching its full potential. Many research papers have shown that student
motivation is dramatically increased when students are involved in both their own learning and in the learning of others (Pintrich & de Groot,
1990).Teachers, however, do not have a sit back role in formative assessment. They are still crucial to the proper use of this assessment by ways of
designing appropriate assessment tasks, identifying attainable learning goals and outlining clear criteria for student success. One key factor in
formative assessment is the return of feedback to students. Many studies have shown that substantial learning gains are the outcome of an effective and
frequent feedback process from teacher to student (Wiliam,

Reflection On Summative Assessment
Activity 1.2
My negative experience with assessment was in high school, where we only had a summative unit test. The teacher never gave a formative assessment
to provide effective feedback to guide me in my learning. The key to effective communication of assessment quality was involved in my negative
experience. The teacher lacked implementing learning experiences through formative assessments to provide us with effective feedback for us to
become successful in our learning experiences. Results from formative assessments provide teachers and students the information needed to know
about their/their students learning progress. My positive experience with assessment was also in high school, where I had a teacher who aligned our
summative assessments with formative assessments and I felt prepared to take the summative assessment. The keys of clear targets and sound design of
assessment quality not only allowed our teacher to become prepared to provide us with effective instruction, which was aligned to our curriculum
goals, but also to our summative assessment. Our teacher prepared us to become successful. Before teachers assess students' learning they have a
decision to make on whether they need to know what students have previously learned or if they need their assessment to assist their students' learning.
The information teachers receive from analyzing students' data allow them to know when to reteach a topic or when to move forward in their
curriculum. Furthermore,

Summary : Formative And Summative Assessments
Summary: Formative and Summative Assessments in the Classroom by Catherine Garrison and Michael Ehringhais
This article discusses the differences of formative and summative assessments; when to practice them and in what way would formative and summative
assessments benefit both teacher and student. According to the article, "Formative assessment is a part of the instructional process. When incorporated
into the classroom practice it provides the information needed to adjust teaching and learning while they are happening" (Garrison & Ehringhaus,
2009). Formative assessment informs both teacher and student where adjustments can be arranged. Examples of formative assessment can be asking
students higher thinking questions, group discussions and assignments with no point value. "Summative assessments are given periodically to
determine at a particular point in time what students know and do not know" (Garrison & Ehringhaus, 2009). Summative assessments usually have a
grade. Examples of summative assessments are; state assessments, benchmarks and standardized tests. Summative assessments are a means of
measuring a students' capacity. It is crucial that both forms of assessments are used in the classroom, one assessment without the other is ineffective.
Summary: Seven Practices for Effective Learning by Jay McTighe & Ken O'Connor
This article focuses on seven practices teachers can implement in their classrooms, to help enhance learning and teaching. "Classroom assessment and

Formative and Summative Assessment
Introduction
Formative and summative assessments are methods of information gathering used to assess students during their learning process. This helps to bring
out a balanced picture of the students weaknesses and strengths this determines the student's achievement. These assessments include how there is
sharing of information to the student to how the conducting of the assessment about the information. Collecting data about the student's progress is
part of both assessments.
Formative assessments Formative assessments are normally part of instructional process–it is majorly instruction based. During classroom practice,
this method of assessment is incorporated to adjust learning and teaching as they happen or modify the learning methods. It gives a feed back on how
learning can be improved. The achievement of the goals is targeted at the appropriate time. Formative assessments determine whether one has the
necessary skills required on a certain level. Formative assessments do not reflect all the skills one has acquired during a certain learning period. When
students are not in this process, it is ineffective. They show what the students know and what they have not gotten a grip of so far. Descriptive
feedback is accomplished instructional strategy; it helps students to know what they understand well and determines the next step in learning progress.
Limited feedback could also mean that the student is not improving in their

Essay about Summative Assessment Preparation
Performance Task Analysis– Summative Assessment Preparation
Rita Ybarra
EDU645: Learning and Assessment for the 21st Century
Suhad Sadik
January 19, 2015
Performance Task Analysis–Summative Assessment Preparation
CLO
Evidence
(description and explanation including where found)
Self–Reflection
(Personal connection & how this will help you construct high quality summative assessments)
1. Students will be able to collect and organize events and appropriate information from the reading to answer questions in detail about the reading.
Naomi is required to tell about what she learned about her grandma Ruth. This will allow Naomi to collect information and organize the events into the
order that it was read.
4th Grade Reading Sample...show more content...
4. Students will be able to edit grammar usage and mechanics within a reading passage.
The students are asked to re–write the passage while correcting errors within the reading. This will allow the students to find mistakes within the
reading and make changes as needed.
High School Writing sample
It's interesting to see how each student will find different grammatical errors in reading. This will show that students can edit mechanical errors within
the reading and make changes as necessary. This will help assess the students in their editing grammar mechanics.
5. Students will be able to apply and develop appropriate reasoning and purpose to a situation.
The students are asked to give reasoning that will support the need to have a longer day.

4th Grade Writing Sample
It was interesting to see how students would revise the school day to support a longer day. This will show the dedication the students have to learning
and spending more time in school. This will allow more time to study and prepare the students for end of term and end of school assessment testing.
6. Students will be able to identify and comprehend ideas, events, and procedures while using supporting ideas and details.
The students are given multiple choice questions to best identify how diamonds teach the students about the nature of diamonds.
11th Grade Reading Sample
It's interesting to see how

Practice Of Summative Assessment
The practice of summative assessment is something which has been prominent for a long while in mainstream education and teachers, students and the
school as a whole are judged upon this achievement (Black et al, 2003). Whilst my initial perception of assessment tied into this idea of summative
assessment, being the testing, ranking and grouping of students accordingly, it was this process which to begin with was invaluable in my planning as I
could not gather understanding of ability from many other sources(Steinberg and Kincheloe, 2006). Trotter (2006) views correlate to my experience in
that he suggests previous assessment results serve as a substantial benchmark for "student's performance" and can be valuable to planning lessons
accordingly....show more content...
Morgan et al (2015; p22) further to this idea suggesting that "by the time summative assessments are completed and graded, the course [of learning] has
moved on, and before long, many students [potentially] find themselves swimming in a sea of confusion" and disengaged from the subject. Thus,
summative "assessment should be used to aid learning and not just measure it" (Wareing 2012; p8). Throughout my second placement I have been
heavily involved in monitoring and using formative summative assessments (as per the school policy) and hence I have seen the benefits of this
practice. Once a fortnight I would provide each of my students a Key Assessment Opportunity 'test sheet' (KAO/end of topic test), this would indicate to
me and to them, which areas they need further work upon (see appendix

Summative Paper
A summative assessment is used to assess learning and understanding of a broad concept or curriculum. This type of assessment summarizes a student's
understanding of a group of concepts at a particular time and almost always comes at the conclusion of a unit, period of time, or an entire school course.
Summative assessment is designed to measure student understanding of required learning objectives that have been taught. The results of these
assessments determine a student's overall understanding or mastery of the assessed subject.
According to the Eberly Center of Teaching Excellence, "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....show more content...
Harlen and Crick (2003) indicate that with intrinsic motivation, the student typically has a "deeper" learning of the topic and has a more self–regulated
learning which is important for continued learning both within and outside of school.
The project showcased everything that was learned through the course of the project. There was little anxiety that was associated over the course of
the project. The anxiety that was presents was associated with the final presentation, as it was public speaking, which is typical. I found that overall,
the anxiety level for the class as a whole was much lower than that when there was a final test.
This project appealed to many different learning styles and allowed the students to demonstrate the knowledge and skills learned during a unit. By
using a Backward Design, I highlighted a theme–driven unit which allowed the students to learn as necessary, they had to determine what information
was important enough to include in their report and speech, thus allowing "students to think deeply throughout the unit" (Greece Central School
District, n.d). Every student learned different material which allowed which enable the entire class to learn more overall. At the completion of the
project, we shared each student's speech, as they were recorded on the presentation day.
For this project, I used a several rubrics and checklists for the different

Formative And Summative Assessment
The impact of formative assessment on student's learning and achievement in South Africa and The United States
The purpose of this paper is to examine the tensions between formative and summative assessments with a review of how they impact student learning
and achievement for South African and American students.
Introduction
Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student
learning and development (Palomba & Banta, 1999). Assessment is frequently divided into summative assessment and formative assessment. The
distinction between formative and summative is made mainly in terms of purpose and timing, in formative assessment the positive achievements of a
pupil may be recognised and discussed and the appropriate next steps may be planned, whereas summative assessment is the recording of the overall
achievement of a pupil in a systematic way (DES/WO, 1988, para. 23).
It has been argued that all assessments can be considered summative, but only some of them are formative (Tyler, Gagne, & Scriven, 1967). Some
however favor formative assessments over summative assessments. There is a critical point to consider when thinking about summative assessment;
can test scores be used to inform us about our teaching and learning? Oftentimes it does not inform us very well. Students' ability and achievement in
learning are not measurable by one single test. Even if they can reveal some problems

Assessment And Summative Assessment
An assessment is the process of gathering, interpreting and recording information about the students and reflects on the information gathered to make
effective decisions in the future to improve the learning process.
Assessments is a vital part of our curriculum planning of lessons. It is something connected to the teaching and learning process. It has an important
role to play in deciding the levels of achievement within the school. Effective assessments provide information to improve the teaching and learning
process. It is also important to give feedback on the student's learning progress, so that they understand where they went wrong and areas where the
student is supposed to work on.
There are three types of assessment, they are diagnostic assessment, formative assessment and summative assessments.
Diagnostic...show more content...
Examples of summative assessments are tests, assignments and projects. The tests, assignments, or projects are used to determine whether students
have learned what they were expected to learn. Through summative assessments the teacher can determine whether and to what degree the students
have learned the material taught to them.
Almost every teacher keeps track and records of summative assessments mainly because it showcases a student's understanding level through
grading at the end of a learning session. But it is also important to keep track and records of formative assessments too because it is done during the
learning process. Record keeping and tracking down the results of assessments is a very important part of a teacher's role. Schools and teachers keep
records of assessments for the purpose of teaching and enhancing the learning process. Teachers need to keep effective records for every student. It
allows both the teacher and learner to reassess the teaching and learning

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". In my opinion, both formative and assessment evaluation is important for an effect
learning and teaching situation. The goal of formative assessment is to help students identify their strengths and weaknesses of the content so they
know what areas they need to study more, and help the teacher recognize...show more content...
Both evaluations require careful thought and planning about what knowledge or skills are being measured. Each type of evaluation collects useful,
important information which is used for a specific purpose. A strong assessment program in the classroom will include both kinds of assessment.
Formative and summative assessment have more differences then similarities. Formative Assessment refers to a variety of assessment procedures that
provides the required information to adjust teaching during the learning process. Summative Assessment is defined as a standard for evaluating
learning of students "The Best Value in Formative Assessment". Formative usually happens monthly or quarterly and it aims at enhancing learning. On
the other hand, summative assessment happens at the middle or end of a term and it aims at measuring students' knowledge. Formative is lowly graded
while summative is highly graded "Formative, Summative, Interim: Putting Assessment in Context". Overall, they are two different forms of
evaluation that also go hand and hand to help both the teacher and the

Introduction Summative and formative assessments are two types of evaluations which have distinct purposes. The need for summative and formative
assessing gives the targets' evaluation a focused purpose. Therefore, exploring summative and formative assessment strategies help identify the
strengths and weaknesses of a student learning outcome. Formative assessment observes the targets' developmental learning now, therefore determining
the targets' learning level; summative assessment determines the targets future learning objectives (Yu, H., & Li, H. 2014).
Learning Topics
Listening. A listening test is a tool to identify if the target may be at risk for auditory skills deficit which may hinder the targets' learning outcome
(Brindley, G., & Slatyer, H. 2002).
Related content. The target will listen to a passage being read to them and answer question about the passage orally or writing a response or questions
relating to the passage.
Oral. Oral assessment is a tool to directly assess targets ' learning outcomes by questioning them and waiting for an oral response (Gan, Z., Davison, C.,
& Hamp–Lyons, L. 2009)
Related content. An audio recording of the target can be conducted and shared with the target to compare the recording to previous recordings. In
addition, computer aided software that prevents a student from progressing to the next level until the proper pronunciation has been detected (Fatih. C.
& TEKDAL, M. 2014).
Formative Assessment Methods
Listening. Listening

Discuss the role of assessment and its importance in a vocational learning environment such as MCAST.
`Informative assessment isn`t an end in itself, but the beginning of better instruction.` (Carol Ann Tomlinson)
Assignment is the procedure of judging the nature of understudy accomplishment. It impacts how understudies centre and methodology their learning.
A vital part of assessment is that it ought to develop a "profound" way to learning by understudies' own action and involvement. It ought to likewise
build up their capacity to autonomously assess the nature of their work. Assessment assumes a noteworthy part in how understudies take in, their
inspiration to learn, and how instructors educate. Assessment is utilized for different purposes....show more content...
It leads you to a better way. It will be most useful if formative assessment would be provided by feedback to the student, if possible in a form of
written brief comment and also verbal explanation. The student can be more accurate of what he knows and understand. It enables the students to
evaluate their work. For MCAST as an institution I think it is very important to emphasis on a formative assessment to engage more the student and to
be more familiar with the subject, while to keep them more aware of the progress of their

Comparing Formative And Summative Evaluations
Spring 2015 Midterm Exam 1.B. Define, compare and contrast formative and summative evaluations. Formative evaluation is a type of on–going
evaluation which allows to learn in process; it is aimed at analytical support of a policy or program that is being implemented, as well as creating a
feedback mechanism that can be used to make adjustments during the implementation. Interim assessment results are broadcasted to all
stakeholders.Summative evaluation provides information about how the entire system works in real conditions. It is intended for audiences external to
the program 's design and development team. Although this information can be used to make changes and adjustments to the system, its primary goals
are: 1) assessment of the success of the program, to which extent the goals of the program were achieved; 2) impact evaluation, which includes the
analysis of planned and unplanned social, economic, and political effects that implementation of the policy/program brought to life, how and to what
extent they are connected to the implementation of the program. Formative and summative evaluations differ by the audience for which information is
collected, by the time in the development cycle when the information is collected and by the goals of the information gathering. Robert Stake gave this
analogy with the two stages of soup tasting (evaluation): "When the cook tastes the soup, that 's formative. When the guests taste the soup, that 's
summative."(1) In other

Summative Assessment Case Study
Summative assessment: Summative assessment methods are the most traditional way of evaluating student work. From classroom tests to high–stake
testing, summative assessments are used in universities and schools. From a student perspective, summative assessments are primarily utilized to
determine final course grades; from an instructor perspective, they are means of accountability (Barrows, 1986).
Summative assessment is comprehensive in nature, provides accountability and is used to check the level of learning at the end of the program (Angelo
& Cross, 1993). It requires conflating the marks given for each task to produce the subject's final outcome (Ritter & Wilson, 2001).
Ideally, summative assessment is designed to measure student understanding...show more content...
For the learners to be ready to take on such a heavy part of the responsibility of what is going on in the classrooms, there must be clearly stated
objectives for the course and they should be properly tained. These objectives may be decided on together with the learners, if the teaching situation
permits
Formative assessment: Formative assessment is assessment for learning and its purpose is helping students to improve the quality of their own work.
This kind of assessment focuses on process rather than product.
According to Callaghan et al. (2010), ( (as cited in Fry et al, 2009; Nicol, 2007; Race, 2007; Yorke, 2003), the traditional summative assessment of
learning is useful for employers and schools to make decisions, and it doesn't give any feedback to the students. They don't suggest that teachers
dispense with summative assessment. They say they should use a kind of formative assessment with qualitative formative feedback that makes students
aware of their strength and weaknesses (Callaghan et al.,

End-Of-Year Summative Review
Good Afternoon I know it's hard to believe, but it's about time to wrap up the year, which means that we have to prepare for and scheduled our
summative evaluation conferences. At this point, with the exception of Anne–Marie Szerejko and Kristin Novak, I have completed the required three
informal observations or one formal observation depending on which cycle you're in. Please double–check your portfolio in EdReflect to make sure
that I am accurate. In addition to the observations I have already conducted, I am willing to conduct an additional formal or informal observation.
While not required, please email me if you would like me to conduct an additional observation. We need to do few things in order to prepare for the
summative conference:...show more content...
End–of–Year Summative Review (on or before the last teacher day): Teacher self–assessment – (the submission of which is due to the evaluator five
(5) working days prior to the end–of–year conference). The teacher reviews and reflects on all information and data collected during the year related to
the goals and completes a self–assessment for review by the evaluator. This self–assessment may focus specifically on the areas for development,
referencing the Connecticut Common Core of Teaching (CCT) Rubric for Effective Teaching (2014), the Common Core of Teaching Rubric for
Service Delivery (2015) and established in the goal–setting conference. a.The self–assessment should address all components of the evaluation plan
and include what the teacher learned throughout the year supported by evidence and personal reflection. The self–assessment should also include a
statement that identifies a possible future direction that is related to the year's outcomes. b.End–of–year conference – The evaluator and the teacher
meet to discuss all evidence collected to date. The teacher and evaluator will discuss the extent to which students met the SMART goals and how the
teacher's performance and practice focus contributed to student outcomes and professional growth. Following the conference, the evaluator assigns a
summative rating and generates a summary report of the evaluation before the end of the school

Summative Assessment

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