scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4293 ◽  
2019 ◽  
Vol 16 ◽  
pp. 143-151
Author(s):  
John English ◽  
Tammy English
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4294 ◽  
2019 ◽  
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

scholarly journals Critical and formative evaluation in secondary education students.

PARADIGMA ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 279-298
Author(s):  
Luz Aide Figueroa Zapata ◽  
Luz Marina LLanos Díaz
Keyword(s):  
Formative Evaluation ◽  
Assessment System ◽  
Assessment Process ◽  
Research Strategies ◽  
Education Students ◽  
Motivation For Learning ◽  
Qualitative Descriptive ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Descriptive Method

This study describes the approaches that a private educative institution has about teaching, learning and assessment process. Its curriculum includes a rigorous document with evaluation policies, the SIEE (Institutional Assessment System) is offering a formative evaluation, critical thinking and analytical formation on students. The research was directed finding what kind of assessment is done, student`s considerations about assessment, and motivation for learning. A qualitative descriptive method was used (Hernández et all, 2010). And the analyses includes descriptive statistics, questionnaires, open interviews, observation protocols, and literature analysis. The paper concludes that some teachers are not involved in the contextual dynamics of learning, nor do they take into account the interests of students. So, this leads to warning that today's teachers must be updated and conduct teaching through dynamic and motivational research strategies. In this case, the proposed transformative pedagogical model and critical formative assessment will have sense on students and therefore, in our society. 

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

scholarly journals The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study

2020 ◽  
Vol 44 (4) ◽  
pp. 726-733
Author(s):  
Xin Cong ◽  
Yan Zhang ◽  
Hai Xu ◽  
Li-Mei Liu ◽  
Ming Zheng ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Medical Training ◽  
Summative Assessment ◽  
Assessment System ◽  
Multiple Choice Questions ◽  
Problem Solving Skills ◽  
Assessment Scores ◽  
The Impact ◽  
Case Based

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students’ suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students’ semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

scholarly journals Construction and Application of OBE-based Multiple Formative Assessment System in the “Micro-lecture + PAD Class”

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Lingling Lou
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Evaluation System ◽  
Formative Evaluation ◽  
Curriculum Evaluation ◽  
Teaching Quality ◽  
Assessment System ◽  
Learning Ability ◽  
Positive Role ◽  
Effective Measure

To construct a scientific and effective curriculum assessment system of higher education is an effective measure to improve classroom teaching quality, a powerful guarantee to enhance students’ classroom participation and enthusiasm, and an important way to achieve fair learning evaluation. Based on a brief introduction of OBE and a comprehensive review of the current research situation of formative assessment, this paper analyzes the existing problems in the curriculum evaluation of higher education, constructs an OBE-based multiple formative evaluation system, and tries to apply it in the “micro-lecture + PAD class”. Finally, the author carries out a controlled experiment and makes a quantitative analysis of the relevant data obtained in the experiment. The results of the study show that the OBE-based multiple formative assessment system plays a positive role in promoting students’ academic performance, improving their autonomous learning ability, and enhancing their self-confidence.

scholarly journals Formative assessment and documentation of history taking in pediatrics: a comparative study

2018 ◽  
Vol 5 (2) ◽  
pp. 621
Author(s):  
Arun Kumar T. ◽  
Sangeeta A. ◽  
Rashmi R. ◽  
Jyothi S. ◽  
Anbu N. Aravazhi ◽  
...  
Keyword(s):  
Comparative Study ◽  
Formative Assessment ◽  
Formative Evaluation ◽  
Low Achievers ◽  
Assessment Process ◽  
History Taking ◽  
Case Record ◽  
Areas Of Concern ◽  
And Performance ◽  
Teaching Learning

Background: Medical educators have valid concerns over the deteriorating documentation skills of medical students after obtaining a pediatric history. Formative assessment enhances learning by providing feedback to the learners. Though formative assessments are popular in medical education, data to establish their educational benefits are lacking. This study was conducted to assess the areas of concern in pediatric history taking and to determine the effect of formative assessment on documentation skills.Methods: This comparative study involved 80 MBBS students of eighth semester during pediatric clinical postings of one-month duration. At the end of first session, students interviewed a standardized patient and documented the history in a case record. Marks were awarded based on the check list. Feedback was imparted based on the case record. Students’ perception was collected through the questionnaire. The same teaching learning methodology was carried out in the second session. Data obtained from the questionnaire and marks scored was analysed.Results: Documentation of growth and development (1.89 + 0.59), immunization history (2.01 + 0.53) were the concern areas identified in our study. Among 80 students, the low achievers in the first and second session was 66 and 13 respectively. The perception of students about their repertoire of interviewing skills was statistically significant (p <0.05). Formative evaluation had a statistically significant effect on the knowledge and performance of students, particularly low achievers (p <0.05).Conclusions: Formative assessment process identified the areas of concern in pediatric history taking and enhanced the documentation skills following immediate feedback. It had a beneficial effect on the students’ confidence, enthusiasm, learning and performance.

scholarly journals Features of assessment of primary school students in the context of updated educational content

2021 ◽  
Vol 101 (1) ◽  
pp. 13-18
Author(s):  
S. Abildina ◽  
◽  
K. Kopbalina ◽  
V. Musina ◽  
A. Beisenbayeva4 ◽  
...  
Keyword(s):  
Primary School ◽  
Formative Assessment ◽  
Formative Evaluation ◽  
Evaluation Criteria ◽  
Assessment System ◽  
Primary School Students ◽  
School Students ◽  
Educational Motivation ◽  
System Assessment

The article discusses the issue of transition of Kazakhstan secondary education to the updated content, reveals the main categories of the updated assessment system: assessment, criterial assessment, formative assessment. One of the goals of assessment is the formation and maintenance of students' motivation for purposeful learning. The introduced criterion assessment system is aimed at developing a student, increasing his motivation to learn. The role of formative assessment, evaluation criteria, feedback for each student and his parents becomes important. The authors formulate a number of features of the introduction of formative evaluation of the learning outcomes of primary school students. The article presents the results of a survey to identify the level of educational motivation of pupils in primary classes in the context of the implementation of criterion assessment. Based on a theoretical analysis of the sources, the results of the survey, the authors draw conclusions. The authors emphasize that the formative assessment conducted in primary school is aimed at working with each student, identifying the achievements of younger students and determining the level of skills and abilities, as well as systematically measuring the educational progress of students, which allows them to more accurately and objectively evaluate the achievements of each child. promotes the growth of the child, taking into account the interests and abilities of the student

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