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Formative and Summative Assessment PPT

Formative and summative assessment are interconnected types of evaluation used to improve student learning. Formative assessment is used during instruction to provide feedback and adjust teaching, while summative assessment evaluates learning at the end of a period. Formative assessment has the greatest impact on learning through informal and timely feedback, whereas summative assessment provides an overall measure of achievement but has a weaker impact. Both types of assessment serve different purposes but should be aligned and reflect each other.

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1K views18 pages

Formative and Summative Assessment PPT

Formative and summative assessment are interconnected types of evaluation used to improve student learning. Formative assessment is used during instruction to provide feedback and adjust teaching, while summative assessment evaluates learning at the end of a period. Formative assessment has the greatest impact on learning through informal and timely feedback, whereas summative assessment provides an overall measure of achievement but has a weaker impact. Both types of assessment serve different purposes but should be aligned and reflect each other.

Uploaded by

Ros Salina
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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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Formative Evaluation and

Summative Evaluation

Type Of Assessment
OUTLINE

• Formative and Summative Evaluation as


Types of Assessment
– Formative Assessment
– Summative Assessment
• Characteristics of Formative and
Summative Assessment
FORMATIVE AND SUMMATIVE
EVALUATION

• 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.
Formative Assessment
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
Formative assessments on different
points of view:

• Formative assessment refers to the frequent,


interactive assessment of student progress to
identify learning needs and shape teaching
(OECD,2005)
• It is a planned process in which the teacher or
students use assessment-based evidence to
adjust ongoing learning and instruction.
(Popham,2011)
Formative assessment can be defined
more specifically as:

• “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”
(Black & William,1998)
Three (3) points of instruction:

• during instruction;
• between lessons; and
• between units

Most formative assessments


occur during instruction. (William
& Leahy, 2007)
Summative Assessment
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

• Summative assessment methods are the


most traditional way of evaluating student
work.
• Typically the summative
evaluation concentrates on
learner outcomes rather than
only the program of
instruction.
Summative Assessment can be defined as:

• A process that concerns final evaluation to ask if


the project or program met its goals.

• Summary of evidences indicate


extent of learning achievements
which can classify or for certification
or giving of honors/awards.
Summative Assessment…

• Should reflect formative assessments that


precede it.
• Should match material taught.
• Should align with instructional/curricular
outcomes.
• May determine student’s exit achievement.
• May be tied to a final decision, grade or report.
Characteristics
Characteristics Formative Summative
PURPOSE To provide ongoing To document student
feedback and learning at the end
adjustment to of an instructional
instruction segment.

WHEN During instruction After instruction


CONDUCTED and after instruction

STUDENT Encouraged Discouraged


INVOLVEMENT

STUDENT Intrinsic, mastery- Extrinsic,


MOTIVATION oriented performance-
oriented
Characteristics Formative Summative
TEACHER ROLE To provide To measure student
immediate, specific achievement and
feedback and give grades.
instructional
correctives.

LEARNING Deep understanding, Knowledge and


EMPHASIZED application, and comprehension
reasoning

LEVEL OF Highly specific and General and group


SPECIFICITY individual oriented

STRUCTURE Flexible, adaptable Rigid, highly


structured
Characteristics Formative Summative

IMPACT ON Strong, positive, Week and fleeting


LEARNING long-lasting

McMillan (2007)
REFERENCES

• Assessment of Learning 2: Outcome-Based


Education Textbook
Author: Ronan M. Cajigal, and Maria Leflor D.
Mantuano
• Eberly center – Teaching Excellence &
Educational Innovation (Carnegie Mellon
Unuversity)
Retrieved from:
https://www.cmu.edu/teaching/assessment/basics
/formative-summative.html

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