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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.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
It is also referred to as "educative assessment," which is used to help learning. 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 ...
UK schools began implementing Assessment for Learning in 2001 and the approach is now well embedded. APP provides nationally recognised areas of Assessment Focus for teachers to assess. APP has been part of the reason for making National Curriculum Tests optional for all but Year 6.
Summative assessment, summative evaluation, or assessment of learning [1] is the assessment of participants in an educational program. Summative assessments are designed both to assess the effectiveness of the program and the learning of the participants.
This is in contrast to traditional education, also dubbed "teacher-centered learning", which situates the teacher as the primarily "active" role while students take a more "passive", receptive role. In a teacher-centered classroom, teachers choose what the students will learn, how the students will learn, and how the students will be assessed ...
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.
Continuous assessment will often include some form of formative assessment. The formative assessment covers the range of informal diagnostic tests a teacher can use to assist the process of learning by their students. This may include activities such as weekly pop quizzes or preparatory assignments.