SUMMATIVE & FORMATIVE ASSESSMENT

Summative assessment (or Summative evaluation) refers to the assessment of the learning and summarizes the
development of learners at a particular time.
After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test
and assigns a score. The test aims to summarize learning up to that point. The test may also be used for
diagnostic assessment to identify any weaknesses and then build on that using formative assessment.
Evaluation done to improve or change a program while it is in progress is termed 'formative evaluation'. When
evaluation focuses on the results or outcomes of a program, it is called 'summative evaluation'. Adica pe
romaneste, evaluarea formativa cuprinde testele diagnostice/de progres, cand inca mai poti schimba si/sau
imbunatati predarea pt ca progresul elevilor sa fie mai bun, iar evaluarea sumativa vizeaza rezultatele finale
ale elevilor dupa un capitol/unitate/semestru, deci indica nivelul atins de elevi la sfarsitul unei etape de
invatare.

Predarea literaturii si a elem de cultura si civilizatie anglo-saxona si globala

Classroom activities:
Classroom activities must have in view to teach students how to think and how to interpret the text; how to
use concepts of literay theory. Any literary text should be presented in the context of the culture and
civilization of their time; so, cultural awarenwss is very important. Students should be also helped to establish
a link between the text under study and their own time, in point of values, attitudes, mentalities, etc.

The activities in the classroom include:

a) pre-activity - a time for students to guess and predict
The teacher builds up the students`interest by offering them information about the writer, the literary trend he
belongs to, his literary activity, characteristics of his works, themes and characters. He builds up interest in the
work and gets students to anticipate what they will read about or listen to.
b) factual analysis
The student can read the text silently or listen to a recording of it. A model of reading can be offered , too.This
is followed by some questions. The stage provides a means for checking whether the students have understood
the plot.
c) deep meaning analysis
it is a stage of interpretation and evaluation. the aim is for students to react to the work, discuss their ideas
with each other. the most important stages in the activity with the text are: recognition , interpretation and
personal response
In order to talk about a literary text, it is necessary to organize activities according to a number of categories:
1) the literary trend the text belongs to
Students should be given the characteristic elements of the main literary trends, so that they could easily
recognize the one the text under focus belongs to (Romanticism, Classicism, Modernism)
2) the literary genre the text belongs to -is it a poem / play/ novel/ short story?
3) plot and suspense
the first concern must be to focus the students`attention on the skeleton of the plot structure. Students should
discuss the elements of the plot (exposition, initiating action, rising action, climax and resolution), should be
thaught to identify different types of the plot (the frame-story, the play-within-the-play, the chronological or
disrupted plot; the aspects of the plot-building, such as: flashbacks, psychological/ chronological time, jazz
technique; levels of the plot)
4) characters and relationships
the aim is to encourage students to identify the types of characters (real/ imaginary, ordinary/hero/anti-
hero/godlike), to analyse the role of the different characters in the story. As a initial activity, students could be
asked to make a profile of the major/minor characters. This means offering nformation about the physical
aspect; social status, code of behaviour, the language the characters use.

Later activities can be based on the students`offering personal reactions. They should also be asked to
consider the relationships between the characters . Discussion actiovities could be centered on a closer
examination of these relationships.

Characters should be also analysed taking into considerationtheir physical aspect , social status or code of
behaviour; the role they play: main characters or secondary characters; their development during the events:
round or flat, their participation: dynamic or static.
5) major themes
The aim of this activity is to identify the central themes of the story. One possible activity is to give a list of
possible themes and ask students to select the prime themes of the text or to rank the themes in order of
relevance to the text. students should be helped to recognize such major themes as: love/hatred, good /evil,
order/chaos, civilization/nature, victory/defeat, or: the theme of communication, escape, passing of time,
power, etc
6) the point of view-the main problems to be discussed here are connected with the difference between such
concepts as: 1st person narrative and 3rd person narrative; author`s voice and the character`s /poetic voice;
subjective narration and objective narration; omniscient point of view and selective omniscient point of view.
besides these, students should be introduced to such concepts as: point of view as opinion, multiple point of
view, detached autobiography, interior monologue, dramatic monologue
7) the setting
students should be taught / trained to recognize and analyse both the elements of the setting (time, place,
weather, season, physical environment) and types of setting (realistic, naturalistic, fictional, supernatural,
symbolic, wild nature/ urban).The students should also analyse the role the setting has: to create atmosphere,
to illuminate character, to help escape into the inner /outer world, or to help escape into another space or time.
8) the language and style
the teacher and students seek to uncover the methods by which the writer communicates his attitudes in the
story.Ss should be helped to identify. The ss should be helped to munderstand the metaphorical use of
language, which is one of the most effective ways of communicating emotions and thoughts. Ss should be
helped to identify and discuss: choices of language (concrete or abstract), the use of alliteration, associations,
allusions, personification, ellipsis, hidden meanings, silence, lenght of sentences, symbols(death, decay, river,
sea, shadow, sleep, numbers, places, etc). they should also discuss on the use of irony, satire, the use of
humour, and on the different types of images (visual, kinrtic, auditory, tactile). Ss should also be taught to
identify enumeration, lexical and syntactical repetition, contrast, gradation(from a static picture to a dynamic
one, gradation of chromatic elements, from inside to outside or the other way round). Ss need to be helped to
find out the artistic devices used: epithets, simile, metaphors, personifications, allegory, irony and hyperbole.
9) reader1s response - Each student may interpret the text in a different way. The teacher should allow ss to
express thier ideas and thoughts freely, to contradict each other, be in favour or against an expressed idea. He
must encourage ss refer to the work as much as possibleand find evidence in it to support the ideas. After
group-work, there can be an open class discussion.
d) creativity
this is the last step in classroom activity. it is the stage in which the literary work becomes a springboard for
the development of students`own ideas. the activity can be done individually or in groups, orally or in written
form. Creative writing can become part of the follow-up work in literature. after writing short narratives,
descriptions or poems , ss should be encouraged to criticize each other`s efforts, reacting to vocabulary,
images, etc. thus, the process if induction and production would be closely linked.