Programa de Licenciatura para Profesores sin Ttulo Pedaggico en Lengua
Extranjera MORFOSINTAXIS DEL INGLS CAPUAY GENG, Frederich Anthony Abraham GRUPO A
FORMATIVE AND SUMMATIVE ASSESSMENT
Engaging students in all aspects of their learning is a challenging task for every single school. There are many strategies for accomplishing this. As a classroom teacher, how do we ensure that the information shared in a student classroom provides a balanced picture of the student's strengths and weak points? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning. The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark. With this we mean to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam, a final project or a paper. Typically differences between pretest and posttest scores are used as evidence of program effectiveness. The downside on this assessment is that most institutions lack the resources needed to measure a programs effectiveness through a true experimental design. The goal of formative assessment is to gather feedback that can be used by the teacher and the students to guide improvements in the ongoing teaching and learning context. This means to monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning. More specifically, formative assessments help students identify their strengths and weaknesses and target areas that need work, and help faculty recognize where students are struggling and address problems immediately. Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to draw a concept map in class to represent their understanding of a topic, submit one or two sentences identifying the main point of a lecture, turn in a research proposal for early feedback. Formative assessment involves processes such as identifying a set of program goals and objectives to be evaluated, setting criteria, designing appropriate instruments to assess, collect data, compare data, evaluate match or discrepancy and preparing evaluation reports. The drawback of formative assessment lies on the situation that frequently involves subjective and informal data. In summary, a balance between both summative and formative classroom assessment practices and information gathering about student learning ensures that the information shared in a student classroom provides a balanced sample of the student's strengths and weak points.