Using Your Tests to Teach: Formative Summative Assessment

Wininger, Steven R.

doi:10.1207/s15328023top3203_7

Cited by 45 publications

(35 citation statements)

References 8 publications

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“…Summative assessment is widely agreed to be a form of evaluation that provides a judgement that encapsulates all the evidence up to a given point (Taras, 2005), usually the end of a teaching period (Wininger, 2005). It can have the purpose of providing a student with a grade (Bloom et al, 1971), where learning is seen in terms of knowledge, skills, and attributes (Kibble, 2011), thus enabling students to be differentiated among their peers (Wininger, 2005).…”

Section: Background and Contextmentioning

confidence: 99%

“…It can have the purpose of providing a student with a grade (Bloom et al, 1971), where learning is seen in terms of knowledge, skills, and attributes (Kibble, 2011), thus enabling students to be differentiated among their peers (Wininger, 2005). Summative assessment is therefore a powerful tool, because through the provision of grades it 'creates texts -marks, grade sheets, qualifications -that reify identity' (Pryor and Crossouard, 2008: 8); for example, leading a learner to identify themselves as a first class or a 2.1 student.…”

Section: Background and Contextmentioning

confidence: 99%

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Reflections on academics' assessment literacy

Lees¹,

Anderson²

2015

London Review of Education

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This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods. The study highlights the importance of considering all stakeholders when thinking about assessment literacy.

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Section: Background and Contextmentioning

confidence: 99%

Section: Background and Contextmentioning

confidence: 99%

Reflections on academics' assessment literacy

Lees¹,

Anderson²

2015

London Review of Education

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show abstract

“…(CDSL, 2000, p. 7) Conceptos como "formative summative assessment" de Wininger (2005), en realidad prácticas para responder mejor los exámenes, muestran la confusión conceptual existente en el campo, que construye definiciones para diferenciar entre "assessment" and "evaluation" (Dunn y Mulvenon, 2007), en el intento de mantener la validez del examen de tipo test.…”

Section: Dificultades Relacionadas Con Los Conceptosunclassified

Aprendizaje con base en proyectos para desarrollar capacidades de problematización en educacion superior

Cano¹,

Salazar²

2011

Act. Inv. en Educ.

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“…In our study, the board game was used essentially as a tool for summative assessment, although it also includes some elements of formative evaluation. Such a combination was dubbed by Wininger (2005) as a formative summative assessment. It entails reviewing exams with students so that they get feedback about their knowledge comprehension.…”

Section: Introductionmentioning

confidence: 99%

Board Game in Physics Classes—a Proposal for a New Method of Student Assessment

Dziob

2018

Res Sci Educ

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The aim of this study was to examine the impact of assessing students' achievements in a physics course in the form of a group board game. Research was conducted in two groups of 131 high school students in Poland. In each school, the research sample was divided into experimental and control groups. Each group was taught by the same teacher and participated in the same courses and tests before the game. Just after finishing the course on waves and vibrations (school 1) and optics (school 2), experimental groups took part in a group board game to assess their knowledge. One week after the game, the experimental and control groups (not involved in the game) took part in the post-tests. Students from the experimental groups performed better in the game than in the tests given before the game. As well their results in the post-tests were significantly higher statistically than students from the control groups. Simultaneously, student's opinions in the experimental groups about the board game as an assessment method were collected in an open-descriptive form and in a short questionnaire, and analyzed. Results showed that students experienced a positive attitude toward the assessment method, a reduction of test anxiety and an increase in their motivation for learning.

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Using Your Tests to Teach: Formative Summative Assessment

Cited by 45 publications

References 8 publications

Reflections on academics' assessment literacy

Reflections on academics' assessment literacy

Aprendizaje con base en proyectos para desarrollar capacidades de problematización en educacion superior

Board Game in Physics Classes—a Proposal for a New Method of Student Assessment

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