UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS

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.