Assessment Vs Summative Assessment

3626 Words15 Pages
1 Introduction This essay discusses the two main types of assessment – formative assessment and summative assessment. It then describes the proposed Junior Cycle reform in the Republic of Ireland, particularly in relation to the changes in assessment. The essay then comments on the current state of the Junior Cycle reform process in the Republic of Ireland. These are two contrasting types of assessment. Formative assessment being a more continuous approach that happens during the learning in the classroom, it’s more of a check for the attainment of learning, whereas summative assessment is a more formal type of assessment that usually takes place at the end of a period or particular topic. Summative assessment has often been described as more…show more content…
Bennett (2011) speculates that this change in terminology occurred because the terms ‘formative assessment’ and ‘summative assessment’ lost all meaning. The more modern terms of Assessment of Learning and Assessment for Learning more appropriately describe what is occurring. 2 Formative Assessment / Assessment for Learning Gioka (2008) states that formative assessment can also be known as ‘Assessment for Learning’, and in this discussion I will be using both of these terms. There is no conclusive definition for formative assessment but Cowie and Bell (1999, p.101) define Formative Assessment as “the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning”. Black and Wiliam (1998, p.7) interpret formative assessment as Encompassing all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are…show more content…
After assessing this, teachers may decide to change their lesson plans, allowing more time to topics that individual students are having difficulty with (Cowie and Bell, 1999). Cowie and Bell (1999) stated that ‘noticing’ is an important part of interactive formative assessment, as it happens quickly and immediately. Teachers observe their class and ‘notice’ queues the class are giving about their learning – these can be verbal or non-verbal. “Information the teachers gained was verbal (students comments and questions) and non-verbal (how they did practical activities, how they interacted with others, the tone of discussions and their body language)” (Cowie and Bell, 1999, p.108). ‘Recognising’ can be seen as similar to ‘noticing’, however just noticing information or behaviour doesn’t mean the significance of that information has been noted (Cowie and Bell,

More about Assessment Vs Summative Assessment

Open Document