Hi Kimberly.
I wholeheartedly agree that the student must be able to apply the information presented to the "real" world. This is so important for my students because we are turning out the next generation of medical coding/billing specialist, HIT and HITM professionals.
The assessments needs to provide me with some information that is "qualitative" and some that is "quantitative".
Jackie
Hello Everyone!
Two important concepts to consider is (1): The outcome of a summative assessment can be used formally to assess what the student has learned. Secondly, the results of the assessment can be used by me, as the instructor and the student in later courses to direct future teaching and learning.
Jackie
The two most important things to consider when conducting a summative assessment are:
1. Were students able to demonstrate their knowledge and/or skills adequately?
2. Did I design my teaching, assignments/projects, and summative assessments at all levels of Bloom's Revised Taxonomy?
First: What they did wrong, where are points being deducted and why. Second: What they can do to improve or where to find the resources to do so
First, it is important for assessments to be both valid and reliable. In the sense that they must measure what is needed to be measure. Second, the assessment objectives should be important to understanding of the class and the useful in the outside world.
I think the 2 most important things about a summative assessment are: 1) Did the instructor present the material clearly and in appropriate formats so the student could learn what was stated in the Objectives. 2) Can the student take what they learned, form their own understanding and know how to apply it in a real-world job.
Edward,
Would you add, how do you measure how students meet those objectives? What do you do with that data?
Dr. Kelly Wilkinson
Anthony,
You are right and a plan to "close the loop"
Dr. Kelly Wilkinson
Dallan,
True, about Blooms Revised Taxonomy. We have to make sure that we don't overdue the outcome when we really don't need to along with not limiting students to basic learning. it is a tough balance and must be always monitored.
Dr. Kelly Wilkinson
Sue,
Wow, what a great comment, not how long but how much; how true is that? There are levels of mastery too and sometimes we don't have a way to truly assess that or maybe we just don't want to?
Dr. Kelly Wilkinson
megan,
You are right. We have to understand that outcomes have to match expectations of the students. It is a balance.
Dr. Kelly Wilkinson
Cynthia,
True, and it measures nothing. What a waste of time.
Dr. Kelly Wilkinson
Cynthia,
I agree also. What most people don't know is that Bloom's taxonomy is written for higher ed! it is such a great way to view assessment.
Dr. Kelly Wilkinson
Cynthia,
Great point! You are right both the student and the instructor must understand the role of assessment and its relationship to real world learning. The transference of a skill is in itself an assessment of learning.
Dr. Kelly Wilkinson
Ola,
True, that would be important. You have to know why you are assessing.
Dr. Kelly Wilkinson
I believe the two most important things to consider in summative assessments are:
1. What were the learning objectives established for the course/lesson/assignment?
2. Did the student meet those objectives?
I think its important to determine are the learning objectives being measured and met. We must ensure that students are meeting the required outcomes set forth at the beginning of each term.
Anthony
The two most important things to consider then conducting summative assessments are:
1.That the assessment addresses the different levels in Bloom's Revised Taxonomy. It is easy to fall into the trap of just addressing the basic function of remembering, and none of the higher levels of learning.
2.That the summative assessment accurately reflects the outcomes and learning objectives set forth in the course in the beginning. It is important to connect the assessment to desired outcomes.
Your point is extremely valid. The student needs to understand that what is learned and how well it's learned is based, in large part, on how much effort the student puts in.
My coworker said something the other day that makes perfect sense: it's not how long you've been doing something, it's how much.
As with most schools that teach a trade, it's not only how well you grasp the content and ability ... a trade requires practice. The more you do something (and do it well!), the better you are at it. That's one thing that needs to be passed on to all students, in my opinion.
When assessing students at the conclusion of a session, it is important to take into account the goals of the course (such as course objectives and assessment goals) to ensure that they are properly included in the summative assessment. Additionally, the level of the course should be considered since a student in a 100 level or intro course will have different skills sets than a student in a 400 level course, and of course, the summative assessment should be appropriate to the level as well!
