Formative Summative Presentation
- 1. Summative assessment is intended toSummative assessment is intended to summarisesummarise student attainment at astudent attainment at a particular time, whereas formativeparticular time, whereas formative assessment is intended to promote furtherassessment is intended to promote further improvement of student attainment.improvement of student attainment. Assessment OF learningAssessment OF learning versusversus Assessment FOR learning.Assessment FOR learning. Distinguishing BetweenDistinguishing Between Summative and FormativeSummative and Formative AssessmentAssessment
- 2. New Approach to FormativeNew Approach to Formative AssessmentAssessment After student consultation, I modifiedAfter student consultation, I modified one 25% Coursework elementone 25% Coursework element Split it into 5 weekly student centredSplit it into 5 weekly student centred tasks, each worth 5%tasks, each worth 5% The aim was to have each separateThe aim was to have each separate element completed before the start ofelement completed before the start of the following weeks class.the following weeks class.
- 3. First Element of FormativeFirst Element of Formative AssessmentAssessment Week 1 was a ‘LAMS’ sequence ofWeek 1 was a ‘LAMS’ sequence of activities that involved reading furtheractivities that involved reading further on the current weeks topicon the current weeks topic Sharing resources with peer group on-Sharing resources with peer group on- line, then answering specific questionsline, then answering specific questions Their answers could then be refinedTheir answers could then be refined depending upon the rest of the groupsdepending upon the rest of the groups response.response.
- 4. Following Elements of FormativeFollowing Elements of Formative AssessmentAssessment Week 2 was a Moodle QuizWeek 2 was a Moodle Quiz Week 3 was an individual student-Week 3 was an individual student- centred Wikicentred Wiki Week 4 was a MS Word formattedWeek 4 was a MS Word formatted assessment requiring VLE submissionassessment requiring VLE submission Week 5 was another ‘LAMS’ SequenceWeek 5 was another ‘LAMS’ Sequence of activities culminating in a MCQof activities culminating in a MCQ
- 5. Student Feelings followingStudent Feelings following Formative AssessmentFormative Assessment The type of TechnologyThe type of Technology used didn’t really matterused didn’t really matter Prompt Feedback on theirPrompt Feedback on their work was key to satisfactionwork was key to satisfaction
- 6. Crooks, 1988, pp. 468-9Crooks, 1988, pp. 468-9 (The impact of(The impact of classroom evaluation practices on students)classroom evaluation practices on students) The approach that leads to the most valuable feedback isThe approach that leads to the most valuable feedback is nicely captured by Easley and Zwoyer (1975):nicely captured by Easley and Zwoyer (1975): "If you can both listen to"If you can both listen to studentsstudents and acceptand accept their answers not as things to just be judgedtheir answers not as things to just be judged right or wrong but as pieces of information whichright or wrong but as pieces of information which may reveal what the student is thinking you willmay reveal what the student is thinking you will have taken a giant step toward becoming ahave taken a giant step toward becoming a master teacher rather than merely amaster teacher rather than merely a disseminator of information."disseminator of information."
- 7. Crooks, 1988, p. 469 (The impact of classroomCrooks, 1988, p. 469 (The impact of classroom evaluation practices on students)evaluation practices on students) Feedback should be specific and related toFeedback should be specific and related to need. Simple knowledge of results should beneed. Simple knowledge of results should be provided consistently (directly or implicitly),provided consistently (directly or implicitly), with more detailed feedback only wherewith more detailed feedback only where necessary to help the student work throughnecessary to help the student work through misconceptions or other weaknesses inmisconceptions or other weaknesses in performance. Praise should be used sparinglyperformance. Praise should be used sparingly and where used should be task-specific,and where used should be task-specific, whereas criticism (other than simply identifyingwhereas criticism (other than simply identifying deficiencies) is usually counterproductive.deficiencies) is usually counterproductive.
- 8. A Summary of Findings fromA Summary of Findings from Research on FormativeResearch on Formative AssessmentAssessment Educational research has shown thatEducational research has shown that on student work is a very powerful way of raising the standard of student work. Black & Wiliam (1998) providing timely high quality feedback
- 9. Key Factors InfluencingKey Factors Influencing Formative AssessmentFormative Assessment Feedback Timing Feedback is given at times when student is most receptive to it Balance Feedback gives attention to strengths as well as weaknesses Selectivity Feedback addresses mainly the aspects likely to have biggest benefit Wisdom Feedback is convincing, appreciated, and useful to student
- 10. Leaving You with a QuestionLeaving You with a Question ‘Food for thought’‘Food for thought’ Have you thought about how to get YOUR Students to engage with Formative Assessment, now we are entering a Student centred and Customer-focused approach to Education?