Can teachers’ summative assessments produce dependable results and also enhance classroom learning?

Abstract

Summative assessments that are integrated within the daily pedagogy of teachers are problematic. Some argue that they cannot both be helpful to pedagogy and yield results that are comparable across and between schools. Others claim that there is enough evidence to show that these targets can be achieved. The project described in this paper explored how teachers might enhance their competence in summative assessment in ways which might also have a positive effect on their teaching and learning. A strategy was developed based on five key features of summative assessment practices. The findings, from a longitudinal study with 18 teachers, are based on the teachers' opinions, both about the quality of the results which they achieved, and about the positive impacts on the involvement of pupils, on collaboration between teachers, and on interaction with parents. The project involved teachers of English and mathematics in three schools, working with the authors, over two-and-a-half years.

Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande

“…En åtgärd som har framförts för att komma till rätta med problemet är sambedömning mellan lärare (Adie et al, 2012;Black et al, 2011), något som återkommer i allmänna rekommendationer, råd och modeller till stöd för lärares arbete med bedöm-ning och betygsättning i svensk skola (Skolverket, 2009a;. När lärare tillsammans diskuterar hur styrdokument ska tolkas i relation till bedömningar av elevers prestationer förväntas de utveckla en gemensam förståelse för vad bedömningar ska gälla vilket kan stödja arbetet för likvärdig och rättvis bedömning .…”

PBLA: Moving Toward Sustainability

“…In a review of 30 studies, Harlen (2004) found that assessments by instructors can provide accurate summative information when specific conditions are met. Additionally, in the King's Oxfordshire Summative Assessment Project (KOSAP), a longitudinal study, teacher educators/ researchers explored strategies for enhancing the quality of summative assessments and facilitating a positive interaction between formative and summative assessment practices (Black, Harrison, Hodgen, Marshall, & Serret, 2011). Together, the two studies outline a number of conditions for quality classroom-based assessment.…”

Class Tournament as an Assessment Method in Physics Courses: A Pilot Study

“…Summative assessment can be performed in many ways (Black et al, 2010(Black et al, , 2011McTighe & O'Connor, 2005;Scriven, 1967), though written tests are still the most prevalent (Talanquer et al, 2015;Taras, 2009;Vercellati et al, 2013). However, in different fields a few researchers have come up with an idea of carrying out assessment in some alternative manners (Dochy et al, 1999;Rebello, 2011;Schuwirth & Vleuten, 2004).…”