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Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
Assessing Pupils' Progress (APP) has been developed for use in schools in England and Wales to enable them to apply Assessment for Learning (AfL) consistently across both the secondary and primary National Curriculum. APP assessment guidelines were finalised in 2008 for Mathematics, English, Science and ICT.
In an educational setting, a formative assessment might be a teacher (or peer) or the learner (e.g., through a self-assessment [11] [12]), providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral questions, or draft work.
Holistic rubrics provide an overall rating for a piece of work, considering all aspects. Analytic rubrics evaluate various dimensions or components separately. Developmental rubrics, a subset of analytical rubrics, facilitate assessment, instructional design, and transformative learning through multiple dimensions of developmental successions.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
Grades can be based on the teacher's overall impression of the work, but assessment based on explicit criteria is increasingly common. An example of such holistic assessment is a rubric. A typical rubric is a chart in the form of a grid that lists several criteria, performance indicators, and achievement levels.
Because most authentic assessments require a judgement of the degree of quality, they tend toward the subjective end of the assessment scale. Rubrics are an "attempt to make subjective measurements as objective, clear, consistent, and as defensible as possible by explicitly defining the criteria on which performance or achievement should be ...
Rubrics use "deterministic formulas to predict outcomes for complex systems" [73] —a critique that has been leveled at rubrics used for summative scores in large-scale testing as well as for formative feedback in the classroom. De-contextualization.