logging in or signing up Formative and Summative Evaluation Part 1 sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1122 Category: Education License: All Rights Reserved Like it (2) Dislike it (0) Added: May 18, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: efremtk (11 month(s) ago) It is very much interesting presentation. Great!! Saving..... Post Reply Close Saving..... Edit Comment Close By: bapper11 (21 month(s) ago) Very Good Presentation: Please share!!! Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Formative and Summative Evaluation Part One: Formative and Summative Evaluation Part OneSome definitions …: Some definitions … Formative evaluation : on-going evaluation intended to improve the course and the students’ performance on the course. Summative evaluation : assessment at the end of a course (or specific stage of a course) of the degree of success of the course and the students’ performanceSlide3: "When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative." Stake, R. cited in Earl, L. 2004. Assessment As Learning: Using classroom achievement to Maximize Student Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California. Formative assessment = feedback Summative assessment = success/failureSo …: So … FCE students following a course may do practice tests at regular intervals – formative They then take the FCE and pass or fail - summativeSlide5: So are we talking about two different things …? - course evaluation - student progress … or are they one and the same thing?Is there an overlap …?: Is there an overlap …? If the course is to be taught a second time, the summative assessment for the first course may well have a formative effect on the next. If the course involves continuous assessment, there may be a tension between the formative and summative purposes of the in-course tasks. Some Formative Assessment Tools: Some Formative Assessment Tools Progress tests Continuous assessment of tasks Self and peer assessment Portfolios and profiles Learner diaries and self reports Interviews/questionnaires/lesson re-designs etcSlide8: Formative assessment and the development of autonomy go hand in hand? Progress tests: Progress tests As we saw with diagnostic tests, these will… need to be written to a test specification, moderated and if possible trialled be subject to the same requirements of reliability, validity, practicality, backwash etc as any other testProgress tests : What are we testing ?: Progress tests : What are we testing ? Product oriented testing - M/C test of vocabulary covered recently in class Process oriented testing - Test of unknown vocab aided by dictionaryHow can we ensure progress tests are really formative?: How can we ensure progress tests are really formative? Formative effect on the course Eg : 8/12 Ss are still making mistakes with the present perfect – remedial work in this course? A change of approach in the next? How can we ensure progress tests are really formative?: How can we ensure progress tests are really formative? Formative effect on the learner - constructive feedback : The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement and encourages students to focus their attention thoughtfully on the task rather than on simply getting the right answer Boston The Concept of Formative Assessment http://pareonline.net/getvn.asp?v=8&n=9 - individualised post-test work on problem areasHow can we ensure continuous assessment is really formative?: How can we ensure continuous assessment is really formative? Problems – The type of feedback that students need in assessment for learning may be different from what you have to give them in assessment of learning. Another important aspect of the tension between assessment for learning and assessment of learning is that assessment for learning needs to occur early enough for students to learn from it and take remedial actions, while assessment of learning should occur when those actions have taken full effect. No one assessment can serve both functions well, so a carefully crafted package of assessments is needed to achieve validity for both purposes. Crooks T, Tensions between assessment for learning and assessment for qualifications http://www.spbea.org.fj/aceab/Crooks.pdfSome solutions …and more problems: Some solutions …and more problems Credit can be given for degree of improvement as well as for meeting criteria. But for external purposes the grade becomes meaningless Ss have the chance to be reassessed if they don’t get the grade they want. But practicality problems Ss perform a series of similar tasks – the final grade is an average, or the best, or… First drafts are presented for feedback – only the final version is graded This often involves a tension for the teacher in deciding how detailed and extensive feedback can be before it raises doubt about whether the final product is more the work of the teacher or the student Crooks (op.cit)More to come in Part Two!: This presentation is part of the Delta Module One on-line course run by Business Talk Milan. If you would like to find out more about our on-line and face-to-face training courses for the Cambridge ESOL Delta Modules, please contact us via our website : www.business-talk.it More to come in Part Two! You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Formative and Summative Evaluation Part 1 sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1122 Category: Education License: All Rights Reserved Like it (2) Dislike it (0) Added: May 18, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: efremtk (11 month(s) ago) It is very much interesting presentation. Great!! Saving..... Post Reply Close Saving..... Edit Comment Close By: bapper11 (21 month(s) ago) Very Good Presentation: Please share!!! Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Formative and Summative Evaluation Part One: Formative and Summative Evaluation Part OneSome definitions …: Some definitions … Formative evaluation : on-going evaluation intended to improve the course and the students’ performance on the course. Summative evaluation : assessment at the end of a course (or specific stage of a course) of the degree of success of the course and the students’ performanceSlide3: "When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative." Stake, R. cited in Earl, L. 2004. Assessment As Learning: Using classroom achievement to Maximize Student Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California. Formative assessment = feedback Summative assessment = success/failureSo …: So … FCE students following a course may do practice tests at regular intervals – formative They then take the FCE and pass or fail - summativeSlide5: So are we talking about two different things …? - course evaluation - student progress … or are they one and the same thing?Is there an overlap …?: Is there an overlap …? If the course is to be taught a second time, the summative assessment for the first course may well have a formative effect on the next. If the course involves continuous assessment, there may be a tension between the formative and summative purposes of the in-course tasks. Some Formative Assessment Tools: Some Formative Assessment Tools Progress tests Continuous assessment of tasks Self and peer assessment Portfolios and profiles Learner diaries and self reports Interviews/questionnaires/lesson re-designs etcSlide8: Formative assessment and the development of autonomy go hand in hand? Progress tests: Progress tests As we saw with diagnostic tests, these will… need to be written to a test specification, moderated and if possible trialled be subject to the same requirements of reliability, validity, practicality, backwash etc as any other testProgress tests : What are we testing ?: Progress tests : What are we testing ? Product oriented testing - M/C test of vocabulary covered recently in class Process oriented testing - Test of unknown vocab aided by dictionaryHow can we ensure progress tests are really formative?: How can we ensure progress tests are really formative? Formative effect on the course Eg : 8/12 Ss are still making mistakes with the present perfect – remedial work in this course? A change of approach in the next? How can we ensure progress tests are really formative?: How can we ensure progress tests are really formative? Formative effect on the learner - constructive feedback : The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement and encourages students to focus their attention thoughtfully on the task rather than on simply getting the right answer Boston The Concept of Formative Assessment http://pareonline.net/getvn.asp?v=8&n=9 - individualised post-test work on problem areasHow can we ensure continuous assessment is really formative?: How can we ensure continuous assessment is really formative? Problems – The type of feedback that students need in assessment for learning may be different from what you have to give them in assessment of learning. Another important aspect of the tension between assessment for learning and assessment of learning is that assessment for learning needs to occur early enough for students to learn from it and take remedial actions, while assessment of learning should occur when those actions have taken full effect. No one assessment can serve both functions well, so a carefully crafted package of assessments is needed to achieve validity for both purposes. Crooks T, Tensions between assessment for learning and assessment for qualifications http://www.spbea.org.fj/aceab/Crooks.pdfSome solutions …and more problems: Some solutions …and more problems Credit can be given for degree of improvement as well as for meeting criteria. But for external purposes the grade becomes meaningless Ss have the chance to be reassessed if they don’t get the grade they want. But practicality problems Ss perform a series of similar tasks – the final grade is an average, or the best, or… First drafts are presented for feedback – only the final version is graded This often involves a tension for the teacher in deciding how detailed and extensive feedback can be before it raises doubt about whether the final product is more the work of the teacher or the student Crooks (op.cit)More to come in Part Two!: This presentation is part of the Delta Module One on-line course run by Business Talk Milan. If you would like to find out more about our on-line and face-to-face training courses for the Cambridge ESOL Delta Modules, please contact us via our website : www.business-talk.it More to come in Part Two!