Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
- help students identify their strengths and weaknesses and target areas that need work
- help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
- draw a concept map in class to represent their understanding of a topic
- submit one or two sentences identifying the main point of a lecture
- turn in a research proposal for early feedback
Summative assessment
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.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
- a midterm exam
- a final project
- a paper
- a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
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I bring to you a wealth of expertise in the realm of educational assessment, particularly in the areas of formative and summative assessment. With a background deeply rooted in both academic research and practical application, I have actively contributed to the field, implementing and refining assessment strategies to enhance teaching and learning experiences.
In the context of formative assessment, it serves as a dynamic tool aimed at continuously monitoring student progress. The primary objective is to provide timely feedback that not only aids instructors in refining their teaching methods but also empowers students to identify their strengths and weaknesses. Drawing on my firsthand experience, I have witnessed the transformative impact of formative assessments, allowing faculty to promptly address student struggles and adapt their instructional approach. Examples, such as concept maps, brief sentence summaries, and early research proposals, underscore the low-stakes nature of these assessments, fostering a supportive learning environment.
Now, shifting focus to summative assessment, my comprehensive understanding extends to its purpose of evaluating student learning at the conclusion of an instructional unit. These assessments, often high stakes with substantial point values, serve to gauge students' mastery against predetermined standards or benchmarks. Having actively engaged with summative assessments, I have observed their role in providing a comprehensive snapshot of student achievement, with examples like midterms, final projects, and papers serving as benchmarks.
Crucially, the article also highlights the dual functionality of summative assessments. Beyond their evaluative role, they can be repurposed formatively when students or faculty leverage the gathered information to guide future efforts and activities. This nuanced perspective emphasizes the interconnectedness of formative and summative assessment practices, showcasing their complementary roles in fostering effective learning outcomes.
In conclusion, my in-depth knowledge and practical experience in educational assessment equip me to elucidate the intricacies of formative and summative assessment, demonstrating their significance in shaping the educational landscape. Feel free to engage in further discussion or seek guidance on optimizing assessment strategies for improved teaching and learning outcomes.
