CS471: Computer Science Pedagogy - From Grades to Feedback: Formative and Summative Assessments
Activity Goals
The goals of this activity are:- To provide meaningful assessment and feedback to students
The Activity
Directions
Consider the activity models and answer the questions provided. First reflect on these questions on your own briefly, before discussing and comparing your thoughts with your group. Appoint one member of your group to discuss your findings with the class, and the rest of the group should help that member prepare their response. Answer each question individually from the activity, and compare with your group to prepare for our whole-class discussion. After class, think about the questions in the reflective prompt and respond to those individually in your notebook. Report out on areas of disagreement or items for which you and your group identified alternative approaches. Write down and report out questions you encountered along the way for group discussion.Guiding Questions
- What is the difference between formative and summative assessment?
- What are examples of formative and summative assessment in a computing context?
- What are some ways that we can move beyond grades as a means of giving feedback?
Model 1: The Structure of Summative Assessment
Questions
- Why are summative assessments typically conducted at the end of an instructional period, and what are their main purposes?
- How can summative assessments be designed to align with the learning objectives and competencies outlined in the curriculum?
- What are some common types of summative assessments, and how do they vary in terms of format, content, and evaluation criteria?
- How can the results of summative assessments be used to inform future instructional planning, and what ethical considerations must be taken into account?
Model 2: The Cycle of Formative Assessment
Questions
- Why is formative assessment known as a cycle?
- How does formative assessment differ from summative assessment, and why is it considered an ongoing process?
- What are some examples of tools or methods that can be used in the "Gather Evidence" stage of formative assessment?
- How can formative assessment be integrated into various teaching strategies such as lectures, discussions, or project-based learning?
- What challenges might educators face in implementing formative assessment, and how can they be addressed?
From Grades to Feedback: Formative and Summative Assessments
Assessment is an integral part of the learning process in education. It helps educators evaluate students’ understanding, progress, and achievements. Traditionally, grades have been the primary means of assessing students’ performance. However, an increasing emphasis on feedback and a deeper understanding of learning theories have led to the recognition of formative and summative assessments as two essential components of a comprehensive assessment strategy.
Formative Assessment
Formative assessment is an ongoing process that aims to provide feedback to students during their learning journey. It focuses on identifying students’ strengths and weaknesses and guiding them toward improvement. Here are some key characteristics of formative assessment:
- Timeliness: Formative assessments are conducted throughout the learning process, allowing students to receive feedback in a timely manner. This enables them to make necessary adjustments and enhance their understanding.
- Informative Feedback: Formative assessments prioritize detailed and constructive feedback that helps students understand their areas of improvement and guides them on how to enhance their learning.
- Flexible and Varied Approaches: Formative assessment methods can vary, including class discussions, quizzes, group activities, self-assessments, and peer assessments. The flexibility of these methods allows educators to gather diverse evidence of students’ learning.
- Student Involvement: Formative assessment encourages active student participation, self-reflection, and self-assessment. It empowers students to take ownership of their learning process.
Formative assessment is a cycle consisting of the following interconnected stages:
- Identify Learning Goals: Define the objectives and competencies that learners are expected to achieve.
- Gather Evidence: Collect data on learner performance through observations, quizzes, discussions, etc.
- Provide Feedback: Offer constructive feedback to learners to guide their progress and development.
- Adjust Teaching: Modify instructional strategies based on assessment results to enhance learning outcomes.
Summative Assessment
Summative assessment is conducted at the end of a learning period to evaluate students’ overall understanding and assign grades or scores. Its primary purpose is to measure achievement against specific learning objectives. Here are some key characteristics of summative assessment:
- End-of-Unit Evaluation: Summative assessments typically occur after the completion of a unit, course, or academic year. They provide a comprehensive overview of students’ learning outcomes.
- Grading and Scoring: Summative assessments often involve assigning grades, scores, or rankings to students based on predefined criteria. These assessments are used to measure students’ performance relative to the learning objectives.
- Benchmarking: Summative assessments enable educators to assess students’ progress and compare it against established standards or benchmarks.
- Accountability: Summative assessments play a role in accountability measures at the institutional, district, or state level. They help evaluate the effectiveness of instructional programs and inform decision-making processes.
The process consists of a series of sequential stages:
- Define Objectives: Establish the learning goals and competencies that the assessment will measure.
- Design Assessment: Develop the assessment tools (e.g., exams, projects, presentations) aligned with the defined objectives.
- Administer Assessment: Conduct the assessment at the end of the instructional period to evaluate learner achievement.
- Evaluate Results: Analyze the assessment results to determine learner proficiency and inform future instructional planning.
Balancing Formative and Summative Assessments
Both formative and summative assessments have their unique purposes and contribute to a comprehensive understanding of student learning. To strike a balance between these two assessment approaches, educators can:
- Integrate Formative Assessments: Incorporate formative assessments throughout the learning process to provide timely feedback and guide instructional adjustments.
- Align Assessments with Learning Objectives: Design assessments that align with the intended learning outcomes. Formative assessments can focus on specific skills or concepts, while summative assessments can evaluate overall achievement.
- Use a Variety of Assessment Methods: Employ diverse assessment methods, such as quizzes, projects, presentations, and portfolios, to capture different dimensions of student learning.
- Promote Self-Assessment: Encourage students to reflect on their own progress and use self-assessment tools to monitor their learning and set goals.
- Leverage Technology: Utilize educational technology tools and platforms to facilitate efficient and effective assessment practices, including automated grading, online quizzes, and interactive feedback mechanisms.
Conclusion
Moving from a sole reliance on grades to a more comprehensive approach involving formative and summative assessments can significantly enhance the learning experience. Formative assessments provide timely feedback, promote active engagement, and guide students toward improvement, while summative assessments offer a comprehensive evaluation of learning outcomes. By balancing these two assessment types, educators can create a more holistic and learner-centered assessment system that supports students’ growth and development.