Formative and Stealth Assessment

This article provides a comprehensive overview of formative and summative language assessment of young language learners, including the steps involved in developing a di- agnostic test of English for primary school children. The importance of determining the level of English competence in young learners is emphasized, and various assessment and teaching are explored. The article covers both formative assessment, which allows for ongoing feedback and progress monitoring, as well as summative assessment. The four essential language skills - listening, speaking, reading, and writing - are examined in detail, and strategies for assessing each skill are discussed. The article also empha- sizes the need to use assessment results for diagnostic purposes to improve teaching and learning outcomes. This article is intended for language educators and policymakers seeking to improve language instruction and evaluation in primary education settings.

Assessment of learning in higher education is an essential part of university teachers’ work. The aim of this study is to explore the emotions that academics experience in formative and summative assessment. The aim is also to examine whether academics’ emotions in assessment vary according to their disciplinary background. The data consisted of responses of 118 academics from a large multidisciplinary university who responded to a survey about assessment and emotions. Comparisons of emotions experienced in different assessment methods and purposes, and comparisons between academics from different disciplinary backgrounds were made by calculating medians and their 95% confidence intervals. The most intensive emotions evoked by both formative and summative assessment were contentment and joy, while the least intensive emotions were anxiety, shame and boredom. Hope was more experienced in formative than in summative assessment and despair was rare in the summative assessment. Academics from humanities and social sciences reported experiencing more compassion, despair and boredom during formative assessment and more anxiety, compassion and irritation during summative assessment than academics from natural and life sciences. The results of the study have theoretical and practical implications for researchers and educators in educational development programmes for academic staff.

The quotation in the title highlights the experience of many students of summative assessment as the dominant mode of assessment in most South African schools. As a result, students enter university ignorant of good formative feedback and they are therefore often unable to recognise its value and may even be traumatised by the presence of so much ink on the page. This situation indicates a need for explicit focus on formative assessment and its usefulness for EAL university students in South Africa. This article is based on focus group interviews, which formed part of an ongoing critical action research project exploring formative assessment in an academic writing course for disadvantaged access students at the University of KwaZulu-Natal. In previous stages of this research, Wilhelm Meyer and Penny Niven have explored their identity as writing teachers giving feedback on student essays and attempted to implement the principles of good formative assessment developed as a result. In this phase of the research project, the students were given explicit instruction on summative, formative and criterion-based assessment, in a series of classes developed by Penny Niven. At the end of this series, Wilhelm Meyer conducted focus group interviews with twelve students in an attempt to assess the success of the experiment in creating a heightened awareness of formative criterion-based assessment practices in order that they would understand and therefore utilise formative feedback on their writing.

ABSTRACT: Formative Assessment (FA) and Summative Assessment (SA) constitute two indispensable parts of any effective assessment system. As FA was proposed as an alternative to SA, there has been an academic concern about their relationship since the birth of these two concepts. Although many well-known studies have been carried out for FA, or, SA, or both, there has been contrasting views and misunderstandings about the relationship between FA and SA. It is argued in this paper that the confused relationship between FA and SA stems from the fact that it is either conceptualized from the perspective of function or from the perspective of process alone. The relation between FA and SA is very fine, far from clear-cut and a clarified relation between them is necessary for both our right understanding of FA and SA as well as the realization of the balance between FA and SA in practice as advocated by many educational policies. This paper aims to: (1) carry out an analysis of the function-based perspective and process-based perspective; and (2) re-conceptualize the relationship between them by combining the two perspectives together. The study results suggest that: (1) both FA and SA are, first of all, assessment and therefore share the same neutral assessment processes of elicitation of learning evidence, interpretation of evidence, and use of assessment results; (2) the purpose governs the how each process should be carried out and the extent to which summative or formative function is performed depends the how the processes are carried out; and (3) formative use of SA is more feasible than summative use of FA in practice. KEY WORDS: Relationship between formative assessments, function perspective, process perspective, contrasting views, misunderstandings, and re-conceptualize. About the Author: Huang Jian is a Lecturer at the School of Foreign Studies CUFE (Central University of Finance and Economics) in Beijing, China. Address: 39 South College Road, Haidian District, Beijing, People Republic of China, 100081. E-mail: summerofhj@sina.com How to cite this article? Jian, Huang. (2015). “Reconceptualization of the Relationship between Formative Assessment and Summative Assessment” in EDUCARE: International Journal for Educational Studies , Vol.8(1) August, pp.1-10. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (February 16, 2015); Revised (April 21, 2015); and Published (August 25, 2015).

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students' suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students' semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

Formative assessment (FA) and learning-oriented assessment (LOA) focus on the learning process. These ongoing assessments for learning can be an integral part of instruction and may add a new dimension to the learning mandate inherent in the classroom. Assessment for learning is founded on the notion that learners can raise their consciousness of their learning aims through the process of assessment and work towards improvement (Luoma & Tarnanen, 2003). Leung (2004) defines classroom-based FA as “the noticing and gathering of information about student language use in ordinary (noncontrived) classroom activities, and the use of that information to make decisions about teaching (to promote learning) without necessarily quantifying it or using it for reporting purposes” (p. 20). Indeed, FA or LOA serves both the teacher in terms of planning future curricula as well as the students in giving them feedback so that they become aware of their strengths, weaknesses, and what needs to be implemented to make improvement. This discussion will focus on the important role of feedback in FA or LOA.

Numerous studies about the role of assessment in English as a Foreign Language (EFL) and English as a Second Language (ESL) have been conducted in the last few decades. These studies describe a close connection between language assessment and language teaching. Evidence shows that the way students perceive their results after taking an exam strongly influences their motivation toward using the target language in real communication (Torrance, 2012). In compliance with such studies, this paper provides a general view of language assessment and its implications in the EFL/ESL classroom. The paper aims to provide a general background of language assessment, as well as a contrastive analysis of both summative and formative assessment. The paper approaches the topic from the point of view of both agents involved in the learning process; instructors and students. The findings suggest that students benefit more from formative assessment since it provides them with timely appropriate feedback that helps them shape the way they approach language learning (Huang, 2016). On the other hand, the study highlights that novice teachers usually opt for the traditional summative assessment in order to avoid challenges that formative assessment represents.

This study responds to critical knowledge gaps evident in current literature about how formative assessment is enacted by foundation phase teachers in mathematics in South African public schools. Furthermore, the literature study revealed that most of the current research conducted in public primary schools focused on learner performance with emphasis on summative assessment, hence delimiting the importance of formative assessment as a strategic tool in improving learner performance. The aim of this study was to explore how grade three teachers enact formative assessment in mathematics teaching. I therefore investigated teachers’ understanding of formative assessment, what teachers know about how children learn mathematics, how teachers use their knowledge of children’s thinking to plan and enact formative assessment and what support is needed by grade three teachers to enact formative assessment in mathematics classrooms. Cultural Historical Activity Theory (CHAT) as propounded in third generation activity theory (AT) by Engeström (1987) served as the analytical framework for this study. Third generation AT which focuses on the interaction between a person or group (subject), a goal, motivation, or problem (object) and mediational interaction with (tools) as well as the intersection with the activity system leading to (outcome/s). This heuristic assisted me to conduct a systemic analysis of all inter-dependencies that had a bearing on how grade 3 teachers enacted formative assessment and what additional support they required to enact formative assessment in mathematics classrooms. This study followed a case study research design through a qualitative research approach. I started with a sample of 12 teachers in a selected school district in Tshwane in the Gauteng Province. The teachers were selected through a convenience sampling technique. The data was collected through two focus group interviews from these twelve teachers (divided into six each) as a pilot exploration. I then selected four teachers through purposive sampling. Data was collected through lesson observation, document analysis and four stimulated recall interviews from these four teachers. The data was analysed through content analysis technique, utilising Microsoft Macros which assisted me to segment all the data. I thereafter conducted pattern matching of the data. Finally, the data was coded, categorised and thematised. The core finding demonstrated that,although teachers know about how children learn and that they can align their teaching to how children learn, they struggle to enact formative assessment effectively. Furthermore, while teachers recognise the importance of formative assessment, they do not implement formative assessment skills in an integrated way. The core finding of the study was that teachers’ formative assessment practices are constrained by tensions of the activity system. This study contributes to the body of knowledge of formative assessment by highlighting relevant discords around challenges and successes pertaining to the enactment of formative assessment. The study also contributes to the research methodological body of knowledge on classroom observation of formative assessment where researchers will be able to replicate this study in different contexts. Finally, the study contributes by way of recommending strategies to policy makers and curriculum designers and education planners on the need to integrate formative assessment in a balanced way focusing on assessment for learning to enhance the quality of teaching and learning, hence improving learners’ performance.

Formative Assessment constitutes an integral component of teaching and learning. The extant research literature reports substantial empirical evidence illustrating its potential to facilitate learning. Formative assessment involves the collection of evidence about the current state of students’ learning and its use for influencing the ongoing teaching-learning process. It has received considerable attention within science education and this has led to significant insights that could inform attempts to usefully integrate formative assessment strategies in teaching and learning processes. This chapter seeks to illustrate essential features of formative assessment in a particular topic drawn from physics teaching, i.e., the energy conservation principle. It focuses on three pivotal aspects of formative assessment: (a) collecting useful assessment information, (b) interpreting this information to diagnose the current state of student learning, and (c) acting on this interpretation to facilitate learning. The chapter concludes with a brief discussion of significant open issues in contemporary research on formative assessment and considers specific future research avenues.

The purpose of this study was to examine the effectiveness of a karate trial teaching class in an initial teacher training course, through students’ formative assessment. It involved two case studies of trial teaching classes of karate and that of two other activities, taught by the students of an initial teacher training course. The results were assessed using the Students’ Formative Assessment of Physical Education (P.E.) Classes scale. Results showed significant differences between groups in “New discovery” (p<.05) and a trend toward statistical significance in “Skill growth”, “Fun Exercise” and “Learning friendly” (p<.10) based on the classes provided by karate and other teaching materials. This implies that karate might have different acute effects on students’ learning process in the context of school-level physical education.

The Impact of Formative Assessment on the Learning Process and the Unreliability of the Mark for the Summative Evaluation

Serious games are becoming increasingly popular as alternative supplementary learning approaches across all disciplines at all levels. Learners are more enabled to become more actively involved, not only in the learning process but also in the design and development of innovative formative assessment tools. This paper will present four serious games for programming education developed as part of a Serious Games honours year module in Higher Education at the University of the West of Scotland. Computer Games Development students were tasked as part of a research project to design and implement a serious game for students in their course or other Computer Science related courses in earlier years to provide their peers with innovative games for the purposes of formative assessment. It was hoped that the participants could enhance the engagement of courses that they had already passed but also utilise their creative Games Development skills in a new productive way to enhance the assessments in their own course having had the experience. Permitting students to design their own formative serious game assessments in this way enabled enhanced creativity with the students creatively tackling the overall problem in insightful and surprising ways. This paper will look at four games created for the purposes of teaching programming by analysing the overall learning outcomes, development process and providing a description of the games. The idea is to provide insight into the development process of serious games for programming education in terms of similarities, differences and to produce a basic framework for development in relation to content, assessment, and game mechanics. The paper will produce an overview of the excellent games created and present a case for increased active involvement of students to develop their own serious games – particularly on Computer Games degree or college courses.

The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes. This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.

This chapter reports on a study verifying the frequency with which summative (SA) and formative assessment (FA) of pronunciation is used during EFL courses in secondary schools in Poland. It also shows aspects of pronunciation students are typically assessed for and types of tasks chosen by teachers as a basis for pronunciation assessment provision. Additionally, it presents students’ opinions on the consequences of the amount and quality of pronunciation feedback and assessment offered to them during their secondary school education. The chapter opens with an overview of SA and FA and the types and roles of assessment in pronunciation teaching. It closes with several practical implications related to the use of pronunciation SA and FA, derived from the reported study.

Although formative assessment has been gaining increasing importance, most of the previous research focuses more on how formative assessment affects the cognitive aspects of students’ learning process and less on the emotional aspects. This research aims to explore whether formative assessment can reduce second-language students’ writing anxiety and how different types of formative assessment achieve the results. The researcher designed a writing course according to Black and Wiliam’s theory of formative assessment, and integrated self-assessment, peer assessment, and teacher conferencing into a 17-week teaching schedule. By adopting a mixed-methods approach, the researcher measured second-language students’ writing anxiety before and after the program, and collected students’ perceptions on self-assessment, peer assessment, and teacher conferencing with open-ended questions. The findings show that students’ second-language writing anxiety was successfully reduced after 4 months’ teaching with formative assessment. Their low self-confidence in writing English, aversiveness to writing in English, and evaluation apprehension were all significantly reduced. The effects of three formative assessments vary. Peer assessment and teacher conferencing were more effective than self-assessment in alleviating anxiety. Self-assessment provides students with clear criteria and task requirements, which reduces their blind fear and boosts their confidence. Peer assessment ensures an encouraging and pressure-free environment by offering positive feedback. Teacher conferencing solves students’ problems efficiently by real-time and one-on-one tutoring, and provides emotional supports. In a word, formative assessment achieves results through solving writing problems and fostering positive emotions at the same time. However, because of individual differences and other reasons, formative assessment may even increase anxiety among a small number of people. This study highlights the great potential of formative assessment in enhancing emotional support in second-language learning.