Reaching Learners for Success
Mending the gap for our future!
- Clarifying,understanding,sharing learning intentions
- Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
- Providing feedback that moves learners forward
- Activating students as learning resources for other students
- Activate students as owners of their own learning process
FORMATIVE & SUMMATIVE ASSESSMENTS
The formative assessment provides information required to modify teaching and learning while they are still happening. The process aids as practice for the student to check for clarity during the learning process. The formative assessment process directs teachers in making choices about future lessons. Below is an example:
Think-Pair-Share ………It is a summarization strategy that can be used in any content area before, during, and after a lesson. The activity includes three simple steps. During the "think" stage, the teacher communicates with students to contemplate a question or problem. This allows for wait time and helps students control the urge to shout out the first answer that comes to mind. Next, individuals are paired up and discuss their answer to the problem. Finally, students are called upon to share with the rest of the class.
Summative assessment is to measure student knowledge at the conclusion of an instructional unit by equating it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.
Below are examples:
· Final project
· Midterm exam
· Benchmark test
· I Leap/Leap
As one in the educational field for 6 years, I would say formative assessments are more beneficial. According to Hanna(2004), "A primary focus of formative assessment is to identify areas that may need improvement. These assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness (implementing appropriate methods and activities) (p.2)" Teachers can assess students and see that a large number of students did not correctly answer a question or seem confused about some particular content. At this point, the teacher may need to go back and review that material or present it in such a way to make it more understandable to the students.
Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using
context-adaptive planning. Boston, MA: Pearson A&B