Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

83 
The goal of summative assessment is to evaluate student learning at the end of 
an instructional unit by comparing it against some standard or benchmark. 
Summative assessments are often high stakes, which means that they have a high 
point value.
Types of Summative Assessment: 
1.
Examinations (major, high-stakes exams) 
2.
Final examination (a truly summative assessment) 
3.
Term papers (drafts submitted throughout the semester would be a formative 
assessment) 
4.
Projects (project phases submitted at various completion points could be 
formatively assessed)
5.
Portfolios (could also be assessed during it’s development as a formative 
assessment)
6.
Performances
7.
Student evaluation of the course (teaching effectiveness) 
8.
Instructor self-evaluation
2. Developing self and peer assessment. 
The starting point for introducing peer assessment is to model the process, that is 
acting as a role model, explaining and demonstrating how it should be done. For 
example, showing how to give constructive feedback (detailed comments, objective 
focus, etc.) both verbally and through marking. A good way of doing this is to use 
examples of work from anonymous students (e.g. from a previous year or another 
school), modelling the type of constructive feedback that might be given or providing 
a list of questions that students might ask. This allows students to become 
accustomed to the process before they are asked to evaluate and comment on the 
work of their classmates. Students need to be supported in giving effective feedback, 
helping them to understand the different types of feedback that can be given and how 
each type can help others to improve their work. Whole-class marking can also be 
useful as it allows for discussion and sharing of ideas in a secure environment.
Having assessed the work of others, students will find it easier to identify 
weaknesses in their own work and to see how they can make improvements. They 
should be encouraged to reflect on their own development and progress, comparing 
their current work with that produced previously and with their own personal targets. 
Showing examples of work that do and do not meet the success criteria can help 
students to understand more fully what is required and to reflect on the things they 
need to do in order to improve. Looking at the work of others can also help students 
to understand the different approaches they could have taken and to appreciate that 
there are different ways of achieving success. Students generally enjoy supporting 
one another in their work but both self and peer assessment need to be managed 
carefully. Following any self-assessment activity students should be given sufficient 
time and opportunity to make improvements. A potential danger of students 
comparing their work with others is that some students may be excessively or 
insufficiently challenged and become demotivated. It is therefore important that 
students understand that everyone’s learning journey may be different. It is also 

84 
important that students can admit to areas of weakness without risk to their self-
esteem. There are lots of ways for students of different ages to indicate their 
confidence or familiarity with a particular concept or topic and to articulate where 
they are in relation to learning objectives and success criteria 
3. Learning goals and success criteria.
Researchers emphasize the importance of empowering students to become self
-
monitoring and self
-
directed learners. The first step in developing independent 
learners is to ensure that students know precisely what they are to learn. Learning 
goals describe the knowledge and skills that students are required to learn, in a way 
that actively engages them in the learning process. When teachers express curriculum 
expectations as learning goals in student
-
friendly language, students know what they 
have to learn, connect the tasks they are doing with what they are learning, and are 
able to monitor how they are doing in light of these goals. Teachers use a variety of 
strategies to share and clarify the learning goals with students before, during, and at 
the end of the learning, depending on the nature of the learning goal. The time taken 
to clarify with students precisely what they are learning, and to employ strategies that 
build a common understanding of the learning, leads to improved learning and helps 
to develop independent learning skills. The process of sharing and clarifying learning 
goals builds a common understanding of the learning. It helps make the learning 
explicit and visible to students and answers the question “Where am I going?” When 
students have clarity on what they are supposed to know, understand, and be able to 
do at the end of a given learning period, they will be better able to judge where they 
are in relation to where they are going. 
Criteria are the characteristics or attributes of a student’s product or 
performance that demonstrate the degree to which the student has achieved the 
expectations. Success criteria describe those characteristics or attributes in a way that 
is meaningful to students. Whereas learning goals help students identify and 
understand what they are expected to learn, success criteria provide the tools for 
students to monitor their progress towards achieving the learning goals. Hattie and 
Timperley (2007) identify three questions to guide student learning: “Where am I 

жүктеу/скачать 1,01 Mb.

Достарыңызбен бөлісу: