LOGAMALAR A/P CHEGARAN

823545

Formative Summative

Formative assessment is used to Summative assessment,is used

monitor student’s learning to
provide ongoing feedback that can
Definition
be used by instructors or teachers
to improve their teaching and by
students to improve their learning.
to evaluate student’s learning at
the end of an instructional unit by
comparing it against some
standard or benchmark.

To improve instruction and provide Used to measure students

Purpose
student feedback competency.
On the progress of teaching and
Focus On the product of assessment
learning
 Assessment are used
continuosly throughout  Assessment are used at
the end of the lesson unit
lesson unit
 Serve as a gauge students  Assessment are used to
Content know where they need gauge progress of grade -
improvement level goals.
 Used for grading and
 Used to check for student
promotion on the next
conprehension
grade- level.
Weekly,quarterly,after a year or
Frequency Daily
years,etr.
 Asking students to submit
one or two sentences
identifying the main point of
a lecture.
 Have students submit an  Tests,labs,assignments
outline for a paper. and presentations
 Early course evaluations  Projects
Methods  Is very applicable and
helpful during early group 
work processes.
 Assists teachers in
modifying or extending their
programmes or adapting
their learning and teaching
methods.
LOGAMALAR A/P CHEGARAN
823545

Norm –referenced tests Criterion referenced tests

(NRT) (CRT)

A test that measure student’s An approach that provides

achievement as compared to
other students in the group.
Definition
*Designed to yield a normal
curve ,50% above 50%
below
information on student’s mastery
based on the criterion specified
by the teacher
*anyone who meets the criterion
can get high score

Determine performance Determine learning mastery

Purpose difference among individual based on the specified criterion
and groups. and standard.

From easy to difficult level

Guided by minimum achievement
Test Item and able to discriminate
in the related objectives
examinee’s ability.

Continuous assessment in
Frequency Continuous assessment
the classroom

Appropriateness Summative evaluation Formative evaluation

Public exams: Mastery test:

 UPSR  Monthly test
Example  PT3  Coursework
 SPM  Project,exercises in the
 STPM classroom.
LOGAMALAR A/P CHEGARAN
823545
Authentic
Authentic assessment is the
measurement of "intellectual
accomplishments that are
worthwhile, significant, and
meaningful," as contrasted to
Definition multiple choice standardized
tests. Authentic assessment
can be devised by the teacher,
or in collaboration with the
student by engaging student
voice.
Gives students situations that
occur in the real-world which
Focus
require them to apply their
relevant skills and knowledge
Reguires student to develop
responses rather than select
from predetermined options.
Elicits higher order thinking in
addition to basic skills
Characteristics Directly evaluate holistic
of assessment projects
Synthesize with classroom
instruction
Use sample of students work
(portfolios)collected over an
extended time period
 Oral interview
 Conduction research
and writing a report.
 Character analysis.
 Student debates
Types of (individual or group)
assessment  Drawing and writing
about a story or chapter.
 Experiments - trial and
error learning.
Alternative
Alternative assessments, also
referred to as performance tests or
authentic assessments, are used to
determine what students can and
cannot do, in contrast to what they
do or do not know. In other words, an
alternative assessment measures
applied proficiency more than it
measures knowledge.
Focus on processes as well as
products
Reguire students to
perform,create,produce or do
something
Tap into higher level thinking and
problem –solving skills.
Use real-world contexts or
simulations.
Are non intrusive in that they extend
the day-to-day classroom activities
Use tasks that represent meaningful
instructional activities
 Observations
 Performance-based
Assessment
 Students self-assessment
 Portfolios
 Art work
 Problem solving
 Oral reports
 Performances
 Model construction
 Resources
LOGAMALAR A/P CHEGARAN
823545

References

1. http://ccti.colfinder.org/sites/default/files/formative_and_summative_assessment_in_the_
classroom.pdf
2. https://www.slideshare.net/jhanebasto/authenticandalternative-assessment-methods
3. https://www.slideshare.net/cholovacs/alternative-assessment
4. http://www.msdwt.k12.in.us/msd/wp-content/uploads/2011/10/authentic_assessment.pdf
5. https://www.rand.org/content/dam/rand/pubs/monograph_reports/MR836/MR836.ch3.pd
f
6. http://web.nmsu.edu/~mlicona/ted5314/asses.htm
7. http://www.proftesting.com/test_topics/pdfs/test_types_CRT.pdf
8. https://www.slideshare.net/Azia1980/nrt-vs-crt