Activity 5. Sumative Assessment

Assessment of learning is mainly designed to collect evidence of learning for report cards. So target audience of outcome of this assessment is beyond the classroom. Therefore, learner is not involved in it. Moreover, it uses number, score and grades and is done periodically. “Teachers don’t need grades or reporting forms to teach well. Further, students don’t need them to learn.” (Thomas 1996)  There should be clear criterion or standards shared with students ahead of time. Code of Practice of distributed learning of Bishop Grosseteste University suggests that students should be provided with a schedule for the delivery of the programme including the times at which supporting materials will be made available and the dates by which any formative and summative assessment must be completed. Students should be aware well in advance of any scheduled events. For example, these might include seminars or discussion groups supported by video conferencing or synchronous on-line discussion.  In addition, assessment of learning should incorporate knowledge, skills and behaviour. It should be valid, reliable, consistent and manageable.

Gregory recommends that “Don’t use grades punitively…Without exception, experts in the area of student grading recommend that grades not be used in a punitive sense. When a teacher uses grades  as punishment for student behaviors, the teacher establishes an adversarial relationship in which grades are no longer meaningful to students as indicators of their accomplishments. The punitive use of grades only increases the likelihood that students will lose respect for the evaluation system; consequently the appeal to students of subverting such a system will be heightened.” (Cizek 2003)

Brochure, concept map, multiple choice quiz, blog post and videos were used for summative assessment in my lesson design.  All of these tools provide variety in assessment design and they are related to my instructional design and learning outcomes.  Rationales of these tools are already discussed under rationales of instructional strategies.

 

Reading list: http://l3d.cs.colorado.edu/~ostwald/thesis/theory.html

http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

Rick Wormeli speaks about summative assement here https://www.youtube.com/watch?v=rJxFXjfB_B4

 

Reflection: