scholarly journals Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study

2021 ◽  
Vol 11 (8) ◽  
pp. 428
Author(s):  
Fidel Salas Vicente ◽  
Ángel Vicente Escuder ◽  
Miguel Ángel Pérez Puig ◽  
Francisco Segovia López
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Real Problem ◽  
The Real ◽  
On Demand ◽  
Summative Assessments ◽  
Course Syllabus

The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment.

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

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.

scholarly journals Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

scholarly journals CHEMISTRY TEACHERS' ASSESSMENT LITERACY IN TURKEY

2020 ◽  
Vol 19 (1) ◽  
pp. 76-90
Author(s):  
Mehmet Diyaddin Yaşar
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Structured Interview ◽  
Research Data ◽  
Assessment Literacy ◽  
Chemistry Teachers ◽  
Qualitative Research Design ◽  
Different Types ◽  
Assessment Techniques

The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Şanlıurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers’ perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes. Keywords: assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey.

Rebecca's Coffee and Tea House: A Strategic Mapping and Balanced Scorecard Case Study

2016 ◽  
Vol 32 (2) ◽  
pp. 73-81
Author(s):  
James M. Kohlmeyer ◽  
Janet A. Samuels
Keyword(s):  
Small Business ◽  
Balanced Scorecard ◽  
Real Life ◽  
Learning Objectives ◽  
Class Discussion ◽  
The Real ◽  
Employee Evaluation ◽  
Quality Costs ◽  
Strategy Map

ABSTRACT This case is designed to be used in an undergraduate or M.B.A. managerial/cost accounting course. The case asks students to act as advisors to the owner of a relatively new coffee and tea house. Students' familiarity with coffee houses enhances the real-life application of cost/managerial concepts in the case. The primary learning objectives include understanding quality costs, developing a strategy map, designing a balanced scorecard (BSC), analyzing how some of the BSC measures would be captured and monitored, and articulating the advantages/disadvantages of linking a BSC to employee evaluation. The small business is easily understood by students and, therefore, the case allows for rich class discussion.

scholarly journals Towards electronically assisted a case study

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Abhir Bhalerao ◽  
Ashley Ward
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Resource Constraints ◽  
Learning Objectives ◽  
Publicly Funded ◽  
Student Tutor ◽  
Education Today ◽  
The Individual

Formative assessment plays an important role in teaching by motivating learners and providing feedback on the achievement of learning objectives to both students and tutors. However, formative assessment is confounded by large student/tutor ratios, which is an inevitable consequence of resource constraints in publicly funded higher education today. Indeed, for formative assessment to be effective, the feedback to the learner must be timely, specific to the individual, and discursive.DOI:10.1080/09687760108656773 

Re-Purposing Summative Assessment as Formative

2020 ◽  
pp. 81-99
Author(s):  
Obuks Augustine Ejohwomu
Keyword(s):  
Summative Assessment ◽  
Learning Outcome ◽  
Independent Learning ◽  
Summative Assessments ◽  
New Form ◽  
Leading Schools ◽  
Intended Learning Outcomes ◽  
Uk Higher Education ◽  
Operational Unit

Students often feel that assessments are used primarily for grading purposes only. There is anecdotal evidence too that students are being over assessed in UK Higher Education (HE) given that it is common place for the curricula to be designed with formative and summative assessments in mind. This reflective case study aims to establish the link between the attainment of independent learning outcome and a new form of assessment that is based on three years of teaching a Project Management unit in two internationally leading Schools of Mechanical, Aerospace, and Civil Engineering in England and Singapore. Data from the observation of an operational unit specification reveals that depending on the timing within the schedule of the unit, summative assessment with appropriate feedback can be re-purposed as formative and summative. The implication being a paradigm shift in the design of unit specification for the purpose of attaining Intended Learning Outcomes (ILO) that enhance deep learning.

11. Completing assignments: Core skills for assessment

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Academic Misconduct ◽  
Academic Practice ◽  
Final Grade ◽  
Core Skills ◽  
Summative Assessments

This chapter considers some general points and core skills for success in law assessments. It begins by distinguishing between formative and summative assessments. A formative assessment usually refers to a formally set piece of work where feedback is given and, usually, a mark it given too, but the mark does not count towards the final grade in a module or course. A summative assessment is any piece of work where the mark counts towards the final mark for the module and/or course. The chapter then discusses the need to reflect on the assessment experience; timed and non-timed assessments; preparing and planning for assessment; how to raise the grade; and academic misconduct, plagiarism, and poor academic practice.

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