Interdisciplinary innovations in formative and summative assessment: The Beliefs, Events, and Values Inventory; VALUE rubrics; and the Cultural Controllability Scale.

2021 ◽  
pp. 243-262
Author(s):  
Kris Acheson ◽  
Ashley Finley ◽  
Louis Hickman ◽  
Lee Sternberger ◽  
Craig Shealy
Keyword(s):  
Summative Assessment ◽  
And Values Inventory

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Formative and Summative Validation of Building Information Model-Based Cadastral Data

Land ◽  
2021 ◽  
Vol 10 (8) ◽  
pp. 822
Author(s):  
Ali Asghari ◽  
Mohsen Kalantari ◽  
Abbas Rajabifard
Keyword(s):  
Integrated Management ◽  
Summative Assessment ◽  
3D Models ◽  
Legal Aspects ◽  
Data Validation ◽  
Data Generation ◽  
Study Approach ◽  
Spatial Consistency ◽  
Information Models ◽  
Building Information

Among 3D models, Building Information Models (BIM) can potentially support the integrated management of buildings’ physical and legal aspects in cadastres. However, there is not a systematic approach to author the cadastral information into the BIM models. Moreover, the common approaches for data validation only check the final cadastral output, and they ignore the data generation steps as potential avenues for validation. Therefore, this study aims to develop the criteria and standards to check the spatial consistency and integrity of BIM-based cadastral data in the process of generating the data. The paper utilises a case study approach as its methodology to investigate the requirements of generating a BIM-based cadastral model and identify the issues within the process. The results include a formative assessment (i.e., multistep validation approach during the data generation) alongside a summative assessment (i.e., one-step validation approach at the end of data generation). This study found the summative assessment alone insufficient for 3D cadastral data validation. The paper concludes that a formative and summative assessment together can improve the validity of the data. The results will potentially bring more efficiency to modern land administration processes by avoiding the accumulation of errors in 3D cadastral data generation.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

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