The two most things to consider when conducting summative assessments are:
1. Overall learner outcomes that represent the competency that the student should achieve after the learning has occurred
2. Actual construction of the assessment. It is important to make sure that the test questions are arranged and aligned with the objectives taught.
The two most important things I believe is important when conducting summative assessments is to determine how much the student know and how much they do not know. A solution to the assessment is to ensure students are learning at all levels according to the lesson, instructors should design their summative assessments at the levels of Bloom's Taxonomy.
Thanks Gwendolyn. i think these two items are also important when using summative assessments:
(1) Did the material measure items intended;
(2) Not only can the skills be transferred to real-world situations, but can the student intelligently explain the concept or situation to a peer.
Gwendolyn,
Good Points. I like the transferability statement!
Dr. Kelly Wilkinson
2 important things when using summative assement:
1. Did the student learn necessary information anc can they demonstrate thes skills learned
2. Can these learned skills be tranferred to real life situations?
Kendra,
I LOVE your answer! What you describe is a balance of learning and delivery.
Dr. Kelly Wilkinson
I believe the two most important things to consider when conducting summative assessments are:
1) Limit the amount of information being assessed to manageable chunks so that students can focus on truly learning the material as opposed to "cramming" enough to simply pass with peripheral details being memorized.
2) Offer a variety of assessment types throughout a course to allow for different learning styles to show mastery of subject matter, as opposed to those who only excel in a test environment, for instance.
Summative assessments are crucial to evaluating a student’s mastery of material, but the design of the assessment experience can play a huge role in the effectiveness of the assessment process.
Dania,
OK, how do you grade discussion boards?
Dr. Kelly Wilkinson
I don't use group work in my courses. I only use quizzes, discussion boards, and individual projects.
Dania,
Do you use any group work?
Dr. Kelly Wilkinson
Michael,
Thank you for a great answer! Thank you for your details. It is interesting how you deal with "creativity" You have an interesting perspective. . . .
Dr. Kelly Wilkinson
Assessments occur (depending on the week) based on discussion board posts and participation, individual project (essay based) assignments and quizzes.
Dania,
How do you assess them?
Dr. Kelly Wilkinson
Both the level of work and the improvement factor for individual students are equally important in summative assessments in my chosen field.
My background and degrees are in Theatre Arts. I'm always aware that there has to be an element of end "product," but creative endeavors also have to be viewed with an eye toward where the student was and where the student is. In my acting and directing clases, all students begin and end at different levels. I describe the grading to students in terms of the alphabet, with "A" being a real beginner and "Z" being the ultimate performer. (I have never known a "Z.") I tell the students that if I can bring them along even 3 or 4 levels (or letters), that they are progressing nicely. One may start at "L" and move to "O." Another may be at "B" and move to "G." Of course, this requires formative assessment on a constant basis. At the end of a term, I have to reach a summative assessment of their improving (or not) skills. Because one student is a "G" and another is an "O", I have to consider improvement in a summative assessment. To give the "G" student a lesser grade because he isn't at the level of "O" would be damaging to the creative skills in process. To me, they are equal in their improvement. I then use +/- to allow for end product. Of course, there are always students who start and end at the same spot, but they are my problem students, not necessarily inept.
I try to bring the same sensibility to my writing classes on line. There are times when grades have to be punitive; that can't be escaped. If the student doesn't do the work, he receives a grade that reflects that. However, in almost any field, there has to be encouragement for students who are really trying. In my online English classes, there are a minimum of 22 grades in 11 weeks, based on homework, tests, quizzes, papers, and threaded discussions. In a more advanced class, there are 32 grades in 11 weeks. I give constant feedback every day in all areas. I see the improvement level (or not) weekly, and I still do my formative and summative assessments as I always have. Writing is a creative field.
- Applying: the ability to employ strategies, theories, principles and policies in new situations
- Understanding: Comprehending given information
These two can be transferable learning skills that can enrich the overall learning process even beyond a course.
Christopher,
Yes, and we have to guard against using technology for assessment delivery just because it makes it easier on the educator; it may not be a good fit for the expectations of the students.
Dr. Kelly Wilkinson
Christopher,
Yes, do we really analyze the purpose of our assessments. Good insight!
Dr. Kelly Wilkinson
Sadly, the lazy button is often pushed BEFORE the assessment takes place.
I think this is especially true when we spot patterns within the results. Its a great way to gauge how time is spent and what methods to best utilize the next time around!
Stacy,
You "get" the purpose of this assessment! What methods do you use?
Dr. Kelly Wilkinson
