Part 4: Assessment
Purposes of Assessment
Assessment methods, such as quizzing, comes in two basic varieties: summative and formative. We are all well acquainted with summative forms of assessment having endured cumulative end-of-semester exams and term papers throughout our educational careers. These assessment types provide an evaluation of our learning in a particular course. They are administrative in function, generally high-stakes, and are rarely returned with feedback beyond a letter or number grade.
Formative exams occur throughout the semester and provides assessment for learning. Formative assessment is iterative, provides students constant and timely feedback as to their understanding of core learning objectives and encourages them to think more on the learning process. In addition they provide constant checks by which students can measure their progress, while the continuous feedback demystifies instructor expectations.
Formative assessment offers instructors clear benefits as well. It provides a means by which educators gain a clear picture as to what areas of the course students are having difficulty. Instructors can then use this information to reach out with detailed feedback to individual students and they can adapt course instruction to reinforce areas in which the whole class is struggling. Furthermore, instructors can use formative methods of assessment to gauge the value of new teaching methods with quantitative data.
| Summative Assessment | Formative Assessment | |
| Relationship to Learning | Assessment of Learning | Assessment for Learning |
| Purpose for faculty | Assign course grades
Validate and accredit programs |
Diagnose student learning issues
Inform changes to teaching |
| Purpose for students | Evaluate learning
Enter programs Graduate from programs Achieve professional licensing |
Modify study behavior |
| Graded | Usually | Sometimes |
| Timing | Periodic | Frequent |
| Feedback | Delayed feedback, usually as a score or grade on an assessment | Immediate feedback, usually within explanation and opportunity for reflection |
| Stakes | Usually high stakes
One opportunity to do well |
Usually low stakes
Multiple opportunities to improve |
| Common examples | Exams
Portfolios Presentations Written reports |
Group problem-solving
Homework In-class clicker questions Minute papers Draft versions of presentations or reports |
Table based principally on that from: Dirks, Clarissa, Mary Pat Wenderoth, and Michelle Withers. Assessment in the College Science Classroom. W.H. Freeman Scientific Teaching. W. H. Freeman, 2014.
Overall, formative assessment that is iterative and wedded to robust feedback provides opportunities for meaningful and active learning. It places the focus on improved student learning, not “grades,” and provides students just-in-time feedback on their comprehension of course materials. Furthermore, formative low-stakes exams provide a learning opportunity in their own right by reinforcing to students the importance of the material on the quiz.
Summative assessment, such as end of term comprehensive exams, are not necessarily bad. However, it is essential to recognize their problems. High stakes exams can easily take the focus off of meaningful learning and instead implicitly encourage students to memorize facts. Furthermore, students frequently ‘cram’ for high-stakes exams and research in educational science suggests this type of study results in poor long-term retention of that information.
If you would like additional material on the pedagogy of quizzing please refer to the Appendix listed at the end of this section.
