Formative & Summative Assessment - CRMEF SM
- 1. FORMATIVE & SUMMATIVE ASSESSMENT Presented by: • Taha Sidi Ezzin • Latifa Ait Hassou CRMEF - SOUSS MASSA MODULE: TESTING ASSESSEMENT TRAINER: PROF. AYAD CHRAA TRAINING YEAR: 2024 / 2025
- 3. FORMATIVE ASSESSMENT DEFINITION Examples include quizzes, class discussions, peer reviews, observations, and informal checks for understanding. Formative assessment refers to ongoing evaluations conducted during the learning process to monitor student progress, identify gaps in understanding, and provide timely feedback to both students and teachers.
- 5. FORMATIVE ASSESSMENT PROS 1.Timely Feedback : Helps students improve right away by giving quick and useful feedback. 2. Personalized Learning : Teachers can adjust lessons based on what students need, helping each student individually. 3. Encourages Growth : Focuses on the learning process, not just grades, which helps students develop a "growth mindset." 4. Engagement : Keeps students involved in their own learning through reflection and self-checks. CONS 1.Time-Consuming : Takes a lot of effort for teachers to plan, do, and check these assessments. 2. Overreliance on Teacher Judgment : The quality of feedback depends on how well the teacher understands and interprets student performance.. 3. Potential Overload : Too many assessments can overwhelm students or disrupt learning if not done carefully.
- 7. SUMMATIVE ASSESSMENT Summative assessment refers to evaluations conducted at the end of an instructional period such as a unit, course, or academic year to measure student learning outcomes. DEFINITION These assessments are typically high-stakes and provide a final judgment of what students have learned, often through tests, exams, final projects, or standardized assessments.
- 9. SUMMATIVE ASSESSMENT PROS 1. Measures Achievement : Shows how well students have mastered content or skills at the end of a learning period. 2. Accountability : Provides data to evaluate how effective teaching strategies and curriculum are. 3. Standardization : Ensures that all student groups are evaluated in the same way. 4. Motivation : Encourages students to work harder by setting clear performance goals. CONS 1. Limited Feedback : Offers little useful feedback because it happens after learning is complete. 2. Stressful : High-stakes nature can make students anxious, which might affect their performance. 3. Narrow Focus : Often leads to "teaching to the test," focusing on specific content rather than deeper understanding or critical thinking. 4. Delayed Intervention : Results come too late to make timely changes to teaching or learning.
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- 17. R e f e r e n c e s : • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148. • Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Association for Middle Level Education. https://www.amle.org/formative- and-summative-assessments-in-the-classroom/ • Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press. • Popham, W. J. (2008). Transformative assessment. ASCD. • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714 • Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324–328. • Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.