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Image by FlamingText.com
Image by FlamingText.com




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Purposes of Assessment

The traditional distinction is between summative and formative assessment.
Summative assessment is what students tend to focus on. It is the assessment, usually on completion of a course or module, which says whether or not you have "passed". It is—or should be—undertaken with reference to all the objectives or outcomes of the course, and is usually fairly formal.
Considerations of security—ensuring that the student who gets the credit is the person who did the work—assume considerable importance in summative assessment, which may push in the direction of using conservative approaches such as examinations, which are not necessarily highly valid.
Note that all summative assessment can also be formative, if the feedback offered is sufficient.
Formative assessment is going on all the time. Its purpose is to provide feedback on what students are learning:
  • to the student: to identify achievement and areas for further work
  • to the teacher: to evaluate the effectiveness of teaching to date, and to focus future plans.
While grades or marks may assume primary importance in summative assessment, their role in formative assessment is simply to contribute to the feedback process: marks awarded against specific criteria (such as "use of sources", "presentation of argument") may be much more use than global judgements.
ATHERTON J S (2010) Learning and Teaching; Assessment [On-line] UK: Available: http://www.learningandteaching.info/teaching/assessment.htm Accessed: 16 October 2010



This Teachers Tv video gives a short and concise view on Assessment.
Tedd Wragg focusses on AFL and the importance of interaction and dialogue between teachers and pupils, in order to support children to understand what THEY need to learn. Four important of AFL points are explained
  1. Increase waiting time after asking questions
  2. Feedback through marking
  3. Peer Assessment
  4. Self Assessment.









A video looking at personalised learning and peer assessment, an encouraging look at key stage 1 children supporting each other with a pirate story. The school uses dimensions for learning, based on the worked by teh University of Bristol - Effective Lifelong Learning Infantory (ELLI). However, the clip shows clear collaborative work of peer assessment within Key Stage 1 and additionally children using the well known '2 stars and a wish' when self assessing.
The clip additionally looks at a Year 5 class, whi are being inspired through the medium of music to write a song and be involved in their own learning (Although not specfic to Assessment, this part of the video, is interesting to view as collaboration and group learning is evident).








Again, another video from Teacher TV, a current debate on AFL and APP. A specific point made in this video, is the difficulties teachers face in implementing AFL within the classroom, alluding to it often done well, only when Ofsted inspectors are in. Dylan Wiliams an advocate for AFL, prominant throughout the video, reflects on his research conducted with Paul Black 'Inside the black box' 1998, stating that both himself and Black, had not anticipated the level of difficulties that would be faced by teachers, in implementing AFL within the classroom environment.

School Matters - AfL and APP: What's Going on with Assessment.






The Classroom Experiment:
Maths teacher Miss Obi tries out one of Dylan's new teaching techniques - the coloured cups. Dylan hopes the cups will reveal just how much learning is taking place in the classroom.