Student assessment exists in two forms: summative and formative. Summative assessment occurs at the end of a unit or assignment and evaluates students’ learning against a benchmark or standard. Formative assessments and low-stakes assignments inform instructors and students of how much, and to what extent, content or skills are mastered; they are frequent and ongoing. Teaching strategies can then be adjusted to meet students’ needs. Integrating a variety of assessment strategies provides all students with multiple opportunities to succeed.
An instructor’s responsibility to students is to provide structure to the course so that assessments are directly linked to course objectives and instruction.
An instructor’s responsibility to students is to provide structure to the course so that assessments are directly linked to course objectives and instruction.
It is well documented that the first four weeks are directly linked to student success in the course, and in many cases, to retention and graduation.
Adopting a stance of “no secrets teaching” to allow students have a successful learning experience.
Instructors often conflate evaluation, praise, and feedback. They are, however, distinctly different and serve different purposes.
A research based discussion of formative and summative assessment, and early performance feedback.
Click the images below to access the Feedback and Assessment centered Evidence Based Practices, Rubric, or References
Final Exams are stressful to make, to give, to take, and to grade—not to mention, a critical element in the evaluation of students. Typically comprehensive, they carry more weight than mid-terms and other tests given throughout they semester, and provide that “final” opportunity for students to demonstrate what they’ve learned.
