scholarly journals Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'

2017 ◽  
Vol 14 (3) ◽  
pp. 5-18
Author(s):  
Don Houston ◽  
◽  
James N. Thompson ◽  
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Student Perceptions ◽  
Summative Assessment ◽  
Communication Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Of Learning ◽  
Outcome Information ◽  
Professional Disciplines

Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.

scholarly journals JUTLP Editorial Issue 14.3

2017 ◽  
Vol 14 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Teaching Practice ◽  
Summative Assessment ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Assessment Design ◽  
Significant Difference ◽  
Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

scholarly journals Assessment of mediated interactivity within the scope of the Anthropological Theory of DidacticsValoración de la interactividad mediada en el ámbito de la Teoría Antropológica de la Didáctica

2020 ◽  
Vol 22 (4) ◽  
pp. 294-300
Author(s):  
Liliana Patricia Ospina Marulanda ◽  
César Augusto Delgado García
Keyword(s):  
Learning Outcomes ◽  
Preliminary Analysis ◽  
Summative Assessment ◽  
Assessment Practices ◽  
Anthropological Theory ◽  
Learning Content ◽  
Assessment Of Learning ◽  
Operational Learning ◽  
Made In ◽  
Anthropological Theory Of Didactics

AbstractWe present progress made in doctoral thesis «Configuration of the assessment practices of mathematics teachers at university». Preliminary analysis shows the predominance of «summative assessment» of learning, content-centered, aside from the teaching and study activities, producing poor operative learning outcomes. This didactic phenomenon entails the problem of establishing the conditions and constraints that hinder the development of a more functional kind of assessment that mediates these activities and obtain more operational learning. Finally, we construct the concept of assessment of mediated interactivity as a contribution to the design and management of didactic and mathematical praxeology.ResumenPresentamos los avances de la tesis doctoral: «Configuración de las prácticas evaluativas de los profesores de matemáticas en la universidad». Los análisis preliminares ponen de manifiesto el predominio de la «evaluación sumativa», centrada en contenidos, al margen de las actividades de enseñar y estudiar, produciendo aprendizajes poco operativos. Este fenómeno didáctico conduce a plantear el problema de establecer las condiciones y restricciones que dificultan o impiden el desarrollo de una evaluación más funcional, que medie en dichas actividades y logre aprendizajes más operativos. Finalmente, construimos el concepto de evaluación de la interactividad mediada como aporte al diseño de praxeologías didácticas y matemáticas.

scholarly journals Making Progress: Introducing progress testing approaches to a single semester paramedic subject

2019 ◽  
Author(s):  
James Thompson ◽  
Don Houston
Keyword(s):  
Medical Education ◽  
Student Performance ◽  
Student Perceptions ◽  
Assessment Practices ◽  
Student Knowledge ◽  
Progress Testing ◽  
Broad Agreement ◽  
Program Of Study ◽  
And Performance ◽  
Don't Know Responses

Abstract Abstract Background. Paramedicine is a rapidly evolving profession with continually increasing demands placed upon educating its future workforce. Ensuring graduates are adequately prepared places many expectations on the suitability and effectiveness of university assessment practices, in a discipline where summative credentialing has established traditions of use. Progress tests and programmatic assessment have growingly become common fixtures of medical education, offering longitudinal information about student knowledge, ability and progress, usually across an entire program of study. Methods. Our project explored the development, implementation and evaluation of progress testing in a single semester capstone undergraduate paramedic topic. We examined the changes in student performance between two MCQ tests spaced ten weeks apart, and performance in a final oral assessment based on the same test content. Student perceptions and experiences of these events were also evaluated. Results. 55% of students indicated it was common practice to guess answers in exams. After introducing of negative marking students achieved 40% mean correct answers on previously satisfied curriculum content in our test 1. Scores increased by 65% by test 2, with substantial declines in numbers of incorrect and don’t know responses. Conclusion. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

Gathering Information

2018 ◽  
pp. 34-58
Author(s):  
Brian P. Shaw
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Summative Assessment ◽  
Personal Communication ◽  
Verbal Response ◽  
Assessment Design ◽  
Assessment Techniques ◽  
Infinite Variety

This chapter details many ways of collecting information about student performance. Diagnostic assessment, formative assessment, and summative assessment all work together to inform teaching and learning throughout a lesson or unit. Summative assessment is what comes to mind when many people think of “assessment,” but summative assessment is the assessment type that supports learning the least. Assessment for learning, as opposed to assessment of learning, is the type of classroom assessment that helps students know where they are going, where they are now, and how to get there. Assessment design can improve validity. A nearly infinite variety of possible assessment methods, or ways to gather information, exists. The most common methods in schools can be categorized as selected response, written response, verbal response, performance or demonstration, personal communication, portfolios, quick formative assessment techniques, and self and peer assessment. Using a variety of methods helps to ensure curricular comprehensiveness.

scholarly journals Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry

2015 ◽  
Vol 92 (11) ◽  
pp. 1813-1819 ◽  
Author(s):  
Michelle Richards-Babb ◽  
Reagan Curtis ◽  
Zornitsa Georgieva ◽  
John H. Penn
Keyword(s):  
Organic Chemistry ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Online Homework ◽  
Assessment Of Learning

scholarly journals E-Portfolios as Formative Assessment

2021 ◽  
Author(s):  
Nuño Aguirre de Cárcer Girón ◽  
Arturo Mendoza
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Digital Tools ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Digital Portfolios ◽  
Promising Area ◽  
Methodological Principles

This chapter proposes the use of digital portfolios, an innovative formative assessment practice, in the area of the humanities. An initial discussion on the importance of formative assessment practices that integrate digital tools is followed by a detailed description of the methodological principles of portfolios and how to design them, and how to integrate the digital component in its design. We conclude that assessment as reading, as opposed to the traditional summative assessment of reading, is a promising area of innovation in the pedagogy of the Humanities.

Summative Literacy Assessments and How They Imagine Children

2020 ◽  
pp. 368-390
Author(s):  
Catherine Compton-Lilly ◽  
Kerryn Dixon ◽  
Hilary Janks ◽  
Annette Woods
Keyword(s):  
United States ◽  
South Africa ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Literacy Learning ◽  
The United States ◽  
The Other ◽  
Assessment Practices ◽  
Literacy Assessments ◽  
The World

As an international team of scholars, we have individually and collectively encountered a range of summative and formative assessment practices. Some of these assessment practices have originated from other parts of the world as policy practices increasingly entail global borrowing. We open this chapter with two compelling views of childhood; one places the onus on leading, directing, and controlling children's learning; the other views learning as idiosyncratic, unpredictable, and stunningly contingent on each child's vision of the world. We then introduce readers to a summative assessment associated with three countries (Australia, South Africa, and the United States) to explore how the use of these assessments contributes to the proliferation of particular views of childhood. Finally, we discuss the use of three formative literacy assessments that have gained international attention and present alternative visions of childhood and literacy learning.

scholarly journals ASSESSMENT PRACTICES IN FOUR YEARS TEACHER EDUCATION PROGRAMS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Afshan Huma, Anjum Akhtar
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Teacher Education Programs ◽  
Assessment Practices ◽  
Education Programs ◽  
Khyber Pakhtunkhwa ◽  
Assessment Techniques ◽  
Teacher Education Institutions

It was aimed and claimed during the teacher education curriculum reform in Pakistan 2010, that formative and summative assessment and evaluation will be improvised at teacher education institutions, to meet the quality of teacher education programs. The study at hand was conducted in two provinces of Pakistan to review the assessment practices within new four years teacher education programs offered between 2010 - 2018 in two provinces –Punjab and Khyber Pakhtunkhwa. Teachers, students and heads of the institutions were included in the sample of study. Mixed method research design was opted to explore the practices and difference among institutional practices. The findings of the study revealed that Teacher Education Institutions in Punjab practiced more of the modern assessment techniques and yielded better results than Teacher Education Institutions in Khyber Pakhtunkhwa. It was further revealed that Teacher Education Institutions in Private sector practiced formative assessment better than Teacher Education Institutions in the Public sector; while the institutions in public sector were focused more on summative assessment technique. It was concluded that the institutions focusing on modern and formative assessment stemmed into better learning opportunities provided to prospective teachers as compared to the institutions practicing only traditional and summative assessment techniques.

scholarly journals Reliability of Digital Formative Assessment Practices and Instruments

2021 ◽  
pp. 171-193
Author(s):  
Tiago da Silva Carvalho ◽  
Pedro Almeida ◽  
Ana Balula
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Adaptive Learning ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Evaluation Systems ◽  
Mobile Assisted Language Learning ◽  
Collaborative Platform ◽  
Adaptive Learning Systems

The rise of enthusiasts in mobile-assisted language learning (MALL), benefiting from well-established benefits of consuming audiovisual content for autonomous learning, has proliferated during the last decade. Simultaneously, there is constant debate about how reliable digital evaluation systems are, and therefore, what are the best instruments/practices to assess language learning remotely? After contextualizing the motivation for this research, this chapter will provide a rundown of state of the art related to digital learning assessment, with a particular focus on online formative assessment practices and adaptive learning systems, as well as contexts they were implemented. The purpose is to identify valid practices, pinpointing strengths and weaknesses and ending with an assessment instrument proposal for an online collaborative platform (OCP), in which learners—either autonomously, or supported by their EFL teachers—follow steps to get certification in a given communicative skill, by the consuming, mapping, producing, and uploading audiovisual content.

scholarly journals Performance, Preference, and Perception in Experiential Learning Assessment

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Jay R Wilson ◽  
Thomas T Yates ◽  
Kendra Purton
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Experience ◽  
Teaching Style ◽  
Assessment Method ◽  
Learning Assessment ◽  
Learning Methods ◽  
Individual Assessment

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods. Une étude pilote a été réalisée afin d’explorer les préférences, la performance et les perceptions des étudiants concernant l’évaluation de l’apprentissage par l’expérience à la suite d’un enseignement par l’expérience. Une expérience d’apprentissage, faisant appel à un enseignement semi-dirigé et à des méthodes d’apprentissage par l’expérience, a été offerte à 13 étudiants bénévoles qui ont ensuite été évalués par le biais d’une étude de cas, d’une présentation, d’un journal et d’un essai, représentant à la fois l’évaluation de groupe et l’évaluation individuelle. La performance des étudiants en ce qui concerne leur compréhension et leur participation a été comparée à leurs perceptions et à leurs préférences. La performance des étudiants indique que bien que le journal (évaluation individuelle) semble être le meilleur moyen pour les étudiants d’exprimer leur compréhension, c’est ce qui les faisaient participer le moins. L’étude de cas et les présentations (évaluation de groupe) étaient ce que les étudiants avaient en général préféré et que les étudiants considéraient comme les meilleurs formes d’évaluation, et ce pour plusieurs raisons (utile, bénéfique, engageant, stimulant, etc.). Il est possible que la nature collaboratrice des évaluations de groupe corresponde au style d’enseignement, ce qui suggère que le moyen employé pour l’évaluation devrait suivre un format semblable à l’expérience d’apprentissage dans les cours où l’on emploie des méthodes d’enseignement par l’expérience. L’essai en tant que forme traditionnelle d’évaluation a été apprécié pour sa structure et parce qu’il pouvait refléter la familiarité des étudiants avec ce type d’évaluation, mais il a été moins apprécié en général du fait qu’il s’agissait d’un exercice individuel. Chaque méthode d’évaluation employée dans cette étude pilote a présenté une certaine valeur, bien que sous différentes formes, et ces résultats indiquent qu’il est utile d’évaluer à la fois de façon authentique et par un mélange de méthodes.

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