Formative Assessments

Paper Summary:

The paper discusses the different assessment approaches and compares summative assessment, which relates the answer to "How did I do?", with formative assessment, which provides the answer to the more relevant question, "How am I doing?" The paper notes that the role of self-assessment and self-reflection affects student achievement to the extent that they learn from their mistakes, as they also become more responsible in monitoring themselves. The paper further notes that one of the reasons that formative assessment currently merits demand evolves from the data which provides the answer to the latter question. The paper discusses these two approaches and constantly emphasizes and discusses how they are best applied and utilized.

Outline:
To What Extent...
Allocating Students Choices
The Feedback Process
Significance of Self-Assessment and Self-Reflection

From the Paper:

" Specific, clear and measurable Teacher feedback to the student affects learning to the extent it enhances learning, as " feedback is part of assisting student learning". Students invest effort in a task when they believe they can reach a goal. When a learning exercise is perceived as a competition, students know there will be losers as well as winners. Students who have a track record or repeatedly losing and/or perceive they are losers sometimes lose the will to try. As the challenge/opportunity in teaching is to motivate each student, though some will achieve less than others, the type of feedback teachers give proves vital".

Sample of Sources Used:

• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8.
• Edwards, N. M. (2007). Student Self-Grading in Social Statistics. College Teaching, 55(2), 72+.
• Gallo, A. M., Sheehy, D., Patton, K., & Griffin, L. (2006). Assessment Benefits and Barriers: What Are You Committed to? the Barriers Can Be Surmounted, and the Benefits Provide the Incentive to Make the Effort. JOPERD--The Journal of Physical Education, Recreation & Dance, 77(8), 46+.
• Garrison, Catherine, and Ehringhaus, Michael Ph.D.. (1999 - 2008). "Formative and Summative Assessments in the Classroom." National Middle School Association. Retrieved August 3, 2007, from: http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx.
• Hagstrom, F. (2006). Formative Learning and Assessment. Communication Disorders Quarterly, 28(1), 24+.

More papers on Formative Assessments:

• Research Paper # 122505 : "Formative Assessment"
• Term Paper # 135623 : "Assessments in the Learning Environment"
• Comparison Essay # 93722 : "Student Assessments"

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