250 word response 2 apa cites no older than 4 years old. Assessments, in both primary and secondary education, must be hands-on and include student input. The case presented by Houston and Thompson

250 word response 2 apa cites no older than 4 years old.

Assessments, in both primary and secondary education, must be hands-on and include student input.  The case presented by Houston and Thompson (2017) illustrates that… “formative and summative assessment are interlinked and interdependent: it is not the tools that differentiate summative from formative assessment, but rather the way that information and judgements generated by applying the tools are used.” (Houston & Thompson, 2017)

Formative

Formative assessments are part of the instruction process that provide necessary feedback and information while learning is taking place. When implementing a new activity in class, observation or surveying the students can determine if the activity should be repeated or modified. (Northern Illinois University, n.d.) This continual adjustment of teaching and learning simultaneously serves to inform both teacher and learner about student understanding of subject matter. (Garrison & Ehringhaus, n.d.) These assessments are typically not graded, they provide guidance to determine appropriateness of methodology and instruction.

Summative

Summative assessments take place after instruction and learning have been completed. “The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards.” (Garrison & Ehringhaus, n.d.) Formal learning is no longer taking place at this stage. Typically, a summative assessment is based on a set of standards. According to Garrison and Ehringhaus (n.d.), “Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this.” (Garrison & Ehringhaus, n.d.)

Conclusion

No matter what the grade, a student check can be easily incorporated into any lesson. Formative assessments look different in every subject and class. It could be a first of class review through teacher questions, a thumbs up check mid lecture, or an entrance/exit ticket. These happen daily, until the formal learning process reaches the natural goal, of summative assessment.  This allows teacher and student to discover areas of success and needs for remediation. Both formative and summative assessments provide information and data necessary for implementing successful lessons that are guided by standards.

 References:

Garrison, C., & Ehringhaus, M. (n.d.). Formative and summative assessments in the classroom. Retrieved from: http://schools.nyc.gov/NR/rdonlyres/33148188-6FB5-4593-A8DF-8EAB8CA002AA/0/2010_11_Formative_Summative_Assessment.pdf

Houston, D., & Thompson, J. N. (2017). Blending formative and summative assessment in a capstone subject: “It’s not your tools, It’s how you use them.” Journal of University Teaching and Learning Practice, 14(3). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1170183&site=ehost-live

Northern Illinois University. (n.d.). Formative and summative assessment. Faculty Development and Instructional Design Center. Retrieved from: https://www.azwestern.edu/learning_services/instruction/assessment/resources/downloads/formative%20and_summative_assessment.pdf