Assessment In Education: Formative And Summative Assessment

The Importance of Summative Assessment in Schools

Discuss about the Research Complexity Awareness and Focus.

Performance of assessment is vital in every aspect of education. The most used form of visible evaluations in schools is summative. This form of assessment is essential in measuring whatever students learn within a given unit. In such a way, students are promoted and the required standards met to earn certification. Such certification indicates either the completion of school or entrance into a given occupation (CERI, 2018). Certification is also a way of selecting students who qualify for admission into higher forms of learning. Summative assessment is also used by education departments or ministries to publicly hold government and non-government funded schools accountable for the provision of quality education. However, there are other forms of assessments that are currently used alongside summative assessment. Such assessments include PISA (Programme for International Student Assessment). PISA has been used countless times by education agencies to compare educational developments in foreign countries to the domestic education systems (CERI, 2018). 

In higher learning environments, assessment is likely to serve a function that is formative. Within a classroom setup, formative assessment takes the form of frequent interactive students’ progress assessment and understanding. This is to ensure that the learning needs of students are identified and teaching methods adequately adjusted. In such a case, teachers use the formative form of assessment to meet the diverse requirements of learners. Such evaluation is done through adaptation and differentiation of teaching techniques to have the achievement levels of learners improved. In the process, a more significant outcome of educational equity for students is also achieved. However, there are particular setbacks to broader practice. Such include perceived tensions between high visibility summative tests and formative assessments (classroom-based) used in ensuring that institutions carry the blame for the achievement of students. Another setback includes a weak connection between school, systemic, and classroom approaches towards evaluation and assessment (EPD, 2016). Formative assessment principles can be applied in both school and university levels of policymaking. In both levels, the laws are used in identifying areas that require improvement and also provide constructive, useful evaluation cultures throughout education systems. By so doing, stakeholders can address barriers to field and classroom practice. Through formative assessment, university and school research can ensure higher achievement levels for the student, improved skills of learning, and more significant equity of outcomes for the student (Pandaa, 2018).

To have students making an informed decision, new approaches for assessing scientific inquiry and teaching is vital. Such new methods will guide students towards making informed decisions in a society that is getting global and complex. Higher learning platforms understand that the scientific skills would uniquely equip students with skills of experimentation for performing scientific investigation. More top learning platforms offer learner-teacher investigation tools and strategies. These tools and procedures are designed to promote scientific inquiry in and out of classrooms. On the contrary, high school learning basis helps a teacher-driven research policy thus, representing a study design that is simple. In this way, school students are required to describe different scientific practices through the use of developed hypothesis, data analysis, controls, and other scientific collaborations (Alma, 2016). Contrary to university level investigations, a designed knowledge integration rubric is employed in the measurement of how students integrate practices and ideas necessary for scientific inquiry. Most Knowledge Integration scores show that the understanding of student pursuing scientific inquiry increases as they advance to higher learning levels because they can personally use assessment tools for the development of specific skills of inquiry and research. Higher education levels promote strategies that are instrumental in both field and classroom-based research (AIHW, 2017). Such policies are also associated with encouraging practical and straightforward teaching techniques. Higher centers of learning are required to produce citizens that are scientifically literate, and thus, research approaches that are better are vital in the assessment and teaching of scientific skills. It is essential to note that students are required to understand scientific inquiry. However, university levels, unlike school levels, provide better assessment and instruction tools for particular investigative skills. The level of success of approaches towards appropriate scientific skills is attached to being explicit with students regarding the skills that are important for scientific progress. Higher research activities introduce particular experimentation terms, assesses experimental forms of thinking, and encourages self-assessment for the student. Better strategies are also necessary because they emphasize developing the sort of language that is vital for communication in scientific research activities (Rachel, 2012).

Other Forms of Assessment in Education

Analyses relating to mid and post-assessment show that learners express awareness regarding what they would be as scientists; then develop the required skills for particular experimentation discussions. This way, the students also develop their scientific strengths as compared to high school students who are not in a position to use such tools and also unable to meet key outcomes of research activities in and out of class. Similarly, this discussion activity has sourced information that proves that new approaches towards assessment – used in higher learning institutions, enable students to work individually to master critical skills. They are the same students that later portray greatest gains about scientific research activities. In as much as such assessments evaluate the extent of students’ understanding of experimental skills, students are also able to accomplish educational skills through “learning tests.” (Elisa, 2018)

Learning gains are made for Knowledge Integration of inquiry skills while the tools for KI assessment are designed to help learners to understand scientific activities. From the school level perspective, collaborative learning is less effective. However, in contrast to the personal gaining of science skills, working in groups ensure that learners gain more experience from one another and also build the courage to describe their investigative strengths and weaknesses. The truth is that learners in high school have low levels of maturity making the required social interaction difficult. Tasks that need negotiations such as work sharing and decision making become difficult as well (Lucy, 2018). There are times when pre-post studies do not elicit what learners understand with regards to scientific collaborations in school levels. In as much as the learning technique in school, levels incorporate Group Collaboration; such rubric is not proper. However, it would be advisable that such techniques as probing the understanding of learners in working group frameworks – as used in higher levels be implemented. Such would help learners in the provision of research responses that that are more accurate and specific. The same framework would also support such learners perform better formative assessments as well as collect suggestions related to personal improvements while undertaking project group work (VMOSA, 2017). However, from the perspective of the instructor, several research activities show that letting learners to discuss the Group Collaboration rubric as well as reading responses for personal reflections helps them understand learning patterns while in and out of class. From the same, students will also be able to uncover issues relating to group dynamics for particular learners within their teams. On the contrary, implementation of such classroom group work in school levels is difficult. However, application of the same in higher learning levels has never been difficult (Beverly, 2018).

Formative Assessment in Higher Learning Environments

Current accountability approaches towards research activities in learning institutions doesn’t provide the required insight with regards to whether learning programmes help in the preparation of learners for the market, individual and family well-being, and also community integration. Such learning systems also don’t indicate if learners have gained enough assessment skills, the capability of transferring skills and knowledge across domains and if learners are integrating new approaches into their learning processes and lives. Regarding the ranging interest of stakeholders, there is no such approach which would satisfy every need. Since higher learning levels utilize systems that are diverse and adequately aligned with regards to measures of learning processes, students can develop outcomes for better management of learning interests and goals. In the analysis, students are also able to collect data that is useful. This form of mixed approach is instrumental in drawing targets and outcomes for personal inspections and self-evaluations (NAP, 2010).

In this discussion, we have determined that assessment of learning processes in higher levels works in hand with a rich array of practices and policies of an investigation. However, such approaches are different from one country to another. Nations have implemented different approaches to ensure that the competing goals and needs of stakeholders are balanced. However, cultural difference is the key factor that enhances the difference in policy approaches. On the contrary, most of such goals are similar. Support of policies for learning, teaching, and assessment is vital in ensuring that the quality of research activities in learning institutions is high. On the contrary, there is still a lot of work that needs to be done with regards to empirical and conceptual learning levels. The truth of the matter is that knowledge regarding the impact of using different learning approaches in learning and assessing work is limited to higher learning levels alone. If there is no proper knowledge regarding what works or doesn’t, it is hard to attract funding and develop practices for learning that are effective in the lower levels. However, with the existing research base in higher learning levels, a clear direction is provided for future development and research (FQS, 2005).

According to Elisa (2018), learners can express awareness regarding what they would be as scientists by developing the required skills for particular experimentation discussions. This way, the students also develop their scientific strengths better in higher levels of learning compared to high school students who are not in a position to use such tools and also unable to meet key outcomes of research activities in and out of class. Also, learners in higher levels portray greatest gains about scientific research activities. In as much as such assessments evaluate the extent of students’ understanding of experimental skills, students are also able to accomplish educational skills through “learning tests.”

Setbacks to Broader Practice of Formative Assessment

CERI (2018, pg.4), argues that the performance of assessment is vital in every aspect of education. However, the most used form of visible assessments in schools is summative. This form of assessment is vital in measuring whatever students learn within a given unit. In such a way, students are promoted and the required standards met to earn certification. Such certification indicates either the completion of school or entrance into a given occupation. Certification is also a way of selecting students who qualify for entrance into higher forms of learning.

According to (Pandaa, 2018), formative assessment principles can be applied in both school and university levels of policymaking. In both levels, the principles are used in identifying areas that require improvement and also provide constructive, effective evaluation of cultures throughout education systems. By so doing, stakeholders can address barriers to field and classroom practice. Through formative assessment, university and school research can ensure higher achievement levels for the student, improved skills of learning, and greater equity of outcomes for the student.

Lucy argues that learning gains – leading to economic empowerment, are made for Knowledge Integration of inquiry skills while the tools for KI assessment are designed to help learners to understand scientific activities. From the school level perspective, collaborative learning is less effective. However, in contrast to the personal gaining of science skills, working in groups ensure that learners gain more experience from one another and also build the courage to describe their investigative strengths and weaknesses. The truth is that learners in high school have low levels of maturity making the required social interaction difficult. Tasks that need negotiations such as work sharing and decision making become difficult as well.

This UN educational article argues that higher learning environments provide assessments that take the form of various interactive progression for understanding learning processes. This is to ensure that the learning needs of students are identified and teaching methods adequately adjusted. In such a case, teachers use the formative form of assessment to meet the diverse requirements of learners. Such assessment is done through adaptation and differentiation of teaching techniques to have the achievement levels of learners improved. In the process, a more significant outcome of educational equity for students is also achieved.

Alma, in her article, argues that for students to make informed decisions, new approaches for assessing scientific inquiry and teaching are required. Such new criteria will guide students towards making informed decisions in a society that is getting global and complex. Higher learning platforms understand that the scientific skills would uniquely equip students with skills of experimentation for performing scientific investigation. Higher learning platforms offer learner-teacher investigation tools and strategies. These tools and plans are designed to promote scientific inquiry in and out of classrooms. On the contrary, high school learning basis supports a teacher-driven research policy thus, representing a study design that is simple.

New Approaches for Assessing Scientific Inquiry and Teaching

The NAP article presumes that the currently employed accountability approaches towards research activities in learning institutions doesn’t provide the required insight with regards to whether learning programmes help in the preparation of learners for the market, individual and family well-being, and also community integration. Such learning systems also don’t indicate if learners have gained enough assessment skills, the capability of transferring skills and knowledge across domains and if learners are integrating new approaches into their learning processes and lives. Regarding the ranging interest of stakeholders, there is no such approach which would satisfy every need.

According to Rachel, higher centres of learning are required to produce citizens that are scientifically literate, and thus, research approaches that are better are vital in the assessment and teaching of scientific skills. She also argues that it is crucial to note that students are required to understand scientific inquiry. However, university levels, unlike school levels, provide better assessment and instruction tools for particular investigative skills. The level of success of approaches towards specific scientific skills is attached to being explicit with students regarding the skills that are important for scientific progress. Higher research activities introduce particular experimentation terms, assesses scientific forms of thinking, and encourages self-assessment for the student.

Beverly’s article states that university learning levels, unlike school levels, provide better assessment and instruction tools for particular investigative skills. The level of success of approaches towards specific scientific skills is attached to being explicit with students regarding the skills that are important for scientific progress. Higher research activities introduce particular experimentation terms, assesses scientific forms of thinking, and encourages self-assessment for the student. Better strategies are also important because they emphasize developing the form of language that is vital for communication in scientific research activities.

In this article, it is clear that assessment of learning processes in higher levels works in hand with a rich array of practices and policies of the investigation. However, such approaches are different from one country to another. Nations have implemented different approaches to ensure that the competing goals and needs of stakeholders are balanced. However, cultural difference is the key factor that enhances the difference in policy approaches. On the contrary, most of such goals are similar. Support of policies for learning, teaching, and assessment is vital in ensuring that the quality of research activities in learning institutions is high.

Reference

AIHW. (2017) Strategic directions 2017–2021. [ONLINE] aihw.gov.au. Available at:  https://www.aihw.gov.au/getmedia/fb4651dc-039e-4f83-8989-28c8b1ad1c8f/AIHW-strategic-directions.pdf.aspx?inline=true [Accessed 12 April 2018].

Alma, R. (2016) Curricula Designed to Meet 21st-Century Expectations. [ONLINE] Available at: https://www.educause.edu/research-and-publications/books/educating-net-generation/curricula-designed-meet-21st-century-expectations. [Accessed 12 April 2018].

Beverly, A. (2018) WHAT DOES RESEARCH SAY ABOUT GRAMMAR AND THE TEACHING OF WRITING?. [ONLINE] Available at https://people.uwplatt.edu/~ciesield/graminwriting.htm. [Accessed 12 April 2018].

CERI, F. (2018) Assessment for Learning Formative Assessment. OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation, and Policy”, 5, 2-23.

Elisa, M. (2018) Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment. [ONLINE] Available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3940468/. [Accessed 12 April 2018].

EPD. (2016) United Nations Educational, Scientific and Cultural Organization Educating for a Sustainable Future. [ONLINE] Available at https://www.unesco.org/education/tlsf/mods/theme_a/popups/mod01t05s01.html. [Accessed 12 April 2018].

FQS. (2005) Working with Students as Researchers. [ONLINE] Available at https://www.qualitative-research.net/index.php/fqs/article/view/532/1152. [Accessed 12 April 2018].

Lucy, H. (2018) Higher education is key to economic development (but it’s not as simple as you think). [ONLINE] Available at https://www.elsevier.com/atlas/story/people/higher-education-is-key-to-economic-development. [Accessed 12 April 2018].

NAP. (2010) Preparing Teachers: Building Evidence for Sound Policy. [ONLINE] Available at https://www.nap.edu/read/12882/chapter/7. [Accessed 12 April 2018].

Pandaa, R. (2018) Making academic research more relevant: A few suggestions. [ONLINE] Available at https://www.sciencedirect.com/science/article/pii/S0970389614000688. [Accessed 12 April 2018].

Rachel, C. (2012) An Exploratory Study Based on Teachers’ Perceptions. [ONLINE] Available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415159/. [Accessed 12 April 2018].

VMOSA. (2017) Developing a Strategic Plan | Proclaiming Your Dream: Developing Vision and Mission Statements | Main Section | Community Tool Box. [ONLINE] Ctb.ku.edu. Available at:  https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main [Accessed 12 April 2018].