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Summary about summative and formative assessment
Summary about summative and formative assessment
Summary about summative and formative assessment
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ASSESSMENT INSTRUMENTS - OVERVIEW
Formative Assessment
The Formative Assessment consists of a tear out exercise for you to complete and submit as part of your Portfolio of Evidence. This activity has been designed around the specific outcomes of your unit standards, and will assist in showing areas where you may need more help, as well as where your strengths are. Upon completion of the test, submit this as your Formative Assessment.
Summative Assessment
The Summative assessment is the assignment and or project to be completed after the contact session and is attached to this page. The Summative assessment must often be completed in consultation with your Line Manager / Coach. You may also consult with work colleagues. This is not “cheating” and it
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8964 Write for a defined context Level 2 5 Total credits for Core Unit Standards 36
Core Level Credits
123166 Apply health and safety practices in the wool and mohair fibre industry Level 2 4
123153 Apply quality assurance in the wool and mohair fibre industry Level 2 10
123152 Bin and blend wool and mohair fibres Level 2 8
123250 Compress wool and mohair bales Level 2 4
123150 Core and grab wool and mohair samples Level 2 10
8494 Demonstrate an understanding of HIV/AIDS and its implications Level 2 4
123144 Demonstrate an understanding of the wool and mohair fibre industry Level 2 4
123151 Dispatch and ship wool and mohair bales Level 2 6
123155 Display wool and mohair samples for pre-auction evaluation Level 2 2
123168 Receive and register bulk wool and mohair bulk fibre Level 2 6
123171 Store wool and mohair bales Level 2 4
123147 Weigh and slit wool and mohair bales Level 2 4 Total credits for Core Unit Standards 66
Electives Level Credits
116932
Operate a personal computer system Level 1 3
14339
Identify and maintain the types of records required in own industry and understand why it is necessary to create evidence and maintain confidentiality Level 2 5
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
The district is now making all teachers use an assessment tool called iReady. It is a website that assesses students in math and reading. They are first tested on a kindergarten through fifth grade range to find out what they know. Then the program takes that score and determines the right level for the child and they are tested again on the level. Once all students have been assessed the program orders the students from highest to lowest and by average grade level skill they are on: early second grade, middle second grade, late second grade or any other grade. The teacher uses those scores to create her reading groups, math groups and the students she will give extra assistance to. They haven’t officially established how many times and when they will do this iReady assessment but for now they are doing it once a week for forty five minutes. The test also flags if they spent too long or too little time on a question. The ones that spent less than 15 seconds per problem are to go back and do the assessment again.
Workplaces must keep suitable and accurate records required by the regulations of RIDDOR; these records help to identify patterns in accidents and injuries and will help when risk assessments are carried out. Personal records of employees must also be kept, but must be kept confidential in order to comply with the Data Protection Act. In the event of work-related claims workplaces may also insure they keep all their records and information as insurance company will want to see these records.
Summative Assessment- The summative assessment will be the paper due on day six. The paper will be worth fifty points and a rubric can be found in the materials and resource section.
The records shall contain all assets, income, expenses liabilities, and all business transactions. Our company is committed to an independent, robust internal and external audit process. • Conclusion The company seeks to be a perfect company.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
Summative assessments provide essential information about students ' overall learning as well as indications of the quality of classroom instruction. Oermann and Gaberson (2013) states summative evaluations provide a summary of student competencies developed in clinical practice (para. p.239). Summative evaluation is used by the student and instructors to provided improvements. Summative evaluations began and end at a certain period. Strategies used for summative evaluations are short answer, multiple choice, essay and formal papers (Billings & Halstead, 2012).
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
Classroom Evaluation: A passing grade is a C or at least 75% for the classroom portion of this course. Scores will include examinations, a presentation, a case study, and ATI module. Clinical Evaluation: Pass/No Pass Satisfactory completion of the clinical component requires the following: 1. Return demonstration of the listed activities must be completed the first week of clinical prior to the start of hospital-based clinical experiences.
Many times, summative assessments have been very easy. Some summative assessments occur at the end of a work unit. It has always been easy for me to pass a summative assessment if I became very knowledgeable in the topic after reading and completing assignments during the lesson I am being assessed on. It was the fact that I knew the information and I was able to practice what I learned by completing assignments that made it easy for me. It was also my interest in the topic that was being tested.
A study on fourth and eighth-grade students throughout the years, gives detailed workup on how the students performed on math assessments and many factors that played a role. When tested; students had three levels that classified them in the math sections which were basic, proficient and advanced. These classifications determined where the fourth and eighth graders fall after assessment. There was a slight increase with eighth graders in all sections but only by minimum amount one or two percent. The fourth graders were very consistent and only increase a few times by one or two percent. In 2011, eighty-two percent of the four graders tested had at least basic knowledge, where they could compute the difference of two 4-digit numbers.
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
Formative assessment: The teacher will introduce the review of subjects by having the students come to the board and write down key terms or concepts.
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.