Formative and Summative Assessment Essay

Assessment is a term that includes solely of the various methods apply to coiffe the extent of an individuals transaction. In training and discipline situation, estimate refers to the methods apply to determine achievement of gain vigoring outcomes. Similarly in professional contexts, judicial decision is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009). Assessment also leads a identification number of major benefits including Grading sound judgement whitethorn be use to define achievement and to measure the scholars prep atomic number 18dness for professional challenges. pauperism judgment may focus on real encyclopedism by creating an luck that carries with it the rewards of completion or grades. training work out judging activities shadower guide individuals to learn and relearn subject kernel efficiently. Feedback judgement provides opportunities for individuals to monitor the property of their per institu teance and blade out areas for modifyment.PURPOSE OF mindIt is easy to get under champions skin so immersed in the job of education that we lose sight the exact conclusion of a judging. There is then the attainable action that we are overlooking a nonher earn of judgment which might be more than appropriate. We actually assess students for quite a range of different reasons motivation, creating learning opportunities, to recrudesce feedback (to both(prenominal) students and staff), to grade, and as a quality assurance mechanism (both for internal and orthogonal systems). Because all similarly often we do not disentangle these functions of appraisal, without having really approximation it through discernments are frequently hard to do all these things, to varyingdegrees.(Oxford Brookes University,2011).In fact it is arguable that art object it is desired for opinions meeting the first three of these functions to be conducted as often as possible, the last(a) two do not film to be done anywhere in force(p) so frequently it is scarcely consequential that they are done somewhere. The implications of this are that temporary hookup an essay question, where all the answers are double over marked and the marks count towards the students utmost grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, bandage a peer-assessed seminar presentation, which does not count towards the students utmost grades and is simply a tune requirement, could fulfil the first three functions and may not even require a tutor to be present. fictile judging moldable assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning moldes, while the latter occurs at the s ending past of a learning unit and determines if the content being taught was retained.(Wikipedia,2013). fictile assessment is not distinguished by the format of assessment, but by how the information is used. The resembling demonstrate may act as all constructive or summative. However, some methods of assessment are offend suited to one or the opposite aspiration.CHARACTERISTICS OF shaping ASSESSMENTDuring formative assessment, learning is the shared end of both teacher and student and alterations to the statement and learning move take coiffure as needed to further the goal. This releases both the teacher and the student the opportunity for assessment and improvement as an ongoing cognitive process instead of an end product. Formative assessments are assessments for learning, rather than assessments of learning, according to the Association for oversight and Curriculum Development.FocusedFormative assessments are focused on the learning process as healthful as the learning progress. eyepatch other assessments may hardly focus on the end response, formative assessments check the stud ents progress consistently so that adjustments can be make to pass on learning goals.OngoingA formative assessment is consistent and ongoing passim the learning process. It differs from assessments that focus on the end result. Ongoing assessments give both teachers and students the prospect to make adjustments to teaching and learning strategies so learning ultimately takes abode. ImmediateWhile other forms of assessment focus on the end result, formative assessments provide speedy feedback to both teachers and students due to ongoing assessment practices. The immediate feedback teachers and students experience can be used to motivate and further learning.LIMITATIONS OF FORMATIVE ASSESSMENTSAlthough offering many benefits, effective formative assessment can be arduous to achieve at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large class. sluice with a small number of students to deal with, formative assessment is t ime-consuming as it requires significant, ongoing allegiance and effort from the teacher to sustain.This is especially sure when combined with the summative assessments teachers are involve to complete. The layered accountability chain in education student to teacher, teacher to shoal, school to district, etc. creates systemic pressure for student performance to be objectively and relatively measurable at each level. Formative assessment, by definition, doesnt easily provide that kind of accountability. This explains why, although the advantages of formative assessment baffle been repeatedly articulated since the distinction between it and summative assessment was first made in 1967, empirical studies stay fresh to appearing that very few teachers consistently make use of it in actual practice. additive ASSESSMENTsummative assessment measures improvement and endures for the recording of the learning progress. It usually takes the form of tests and examinations, though i t is becoming increasingly parking area for summative assessment to include other tasks such as a pop completed during the school year. This move away from assessments based on a unity examination gives learners the opportunity to perform to the beat out of their ability. Not all learners perform rise under examination pressure. Furthermore,examinations do not always lend themselves to eliciting the range of delivery structures and uses that fork out been the objective of teachingCHARACTERISTICS OF summational ASSESSMENTThe results of summative assessment allow us to determine the degree to which learners shake off attained specific learning objectives. much(prenominal) a decision may withdraw an important consequence on learners upcoming prospects. It is therefore crucial that not tho is the assessment valid, but that the results obtained are reliable. severity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, re fers to the results obtained and whether these would be the alike(p) if the same learners took the assessment on another author provided that no further learning had taken place and regardless of who marked the assessment if more than one person was touch in the process.(Summative assessment,2005). Whether summative assessment is norm-or criterion-referenced bequeath be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are evoke in whether candidates have mastered certain(a) skills, then we would not get the required information through norm-referencing.(Meason) For example, when assessing airline pilots we are interested in whether they can strike down a plane safely to a very high level of proficiency. intimate which trainees were the best would not suffice since it is possible that no trainee of a given multitude would have reach ed the required standard to safely fly a planeLIMITATIONS OF additive ASSESSMENTStudents can face fear in preparation for a test, an fear that grows as the perception of the tests significance grows. Summative tests advise schools to rate to prolonged pretesting procedures and preparation classes, which can enlarge student anxiety.(Spiral). In addition, some students simply do not test rise up, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a students ability Summative assessments fan have an overall negative impact on student self-esteem, resulting from the perception of inferiority that standardised tests can give test-takers.Students who perform poorly(predicate) on standardized tests were found to ingest from lower self-esteem in situations where these same students had not previously exhibited signs of self-es teem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can plump for from the failure to meet their own high expectations. The result can be a reduction in educational motivation.(Hammond).EXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND training PERSPECTIVECONCLUSIONIn my view,both types of assessments are better,that is a balanced assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications intimately results facilitates student involvement and ownership of learning.Formative assessment can be vital magnificence in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in progression of the summative testing.Such results can be used as the basis for altering the teaching learning situation early adequate to change the immediate as well as alte r the forecast. Learning is a process which can be observe and evaluated as it is taking place.Formative rating can be used to make the process more effective long onward the summative military rating.Recognition of the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and learning before it is too late.REFERENCESAranda S,Yates P.An Overview of assessment.Canberra (EdCaN),Australia(2009).Retrieved from www.edcan.org/pdf/edCanOverview.pdfBoggiano A,Pittman T. Achievement and Motivation A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York.Hammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from http//www.ehow.com/info_8568251_summative-assessment-weaknesses.htmlMeason C.eHow.Education.Characteristics of Formative assessment.Retrieved from http//www.ehow.com/list_6732311_characteristics-formative-assessment.htmlOxford Brookes University.(2011).Purpose of Assessment.Retrieved from w ww.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htmSpira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http//www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.htmlStiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from http//www.bcsd.org/district.cfm?subpage=55380Summative assessment.(2005).Retrieved fromhttp//cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htmSpira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http//www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen