summative research paper

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A systematic review of the impact of summative assessment and tests on students' motivation for learning

A Systematic Review of the Impact of Summative Assessment and Tests on Students' Motivation for Learning. Wynne Harlen, Ruth Deakin Crick, Assessment and Learning Research Synthesis Group, University of London. Social Science Research Unit. ...

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Http Dx Doi Org 10 1080 01443410 2014 933176

Education 3-13

Jan Terwel , Wim Wardekker

The intense conflict about whether standardized tests and national standards are appropriate is related to the goals one ascribes to student evaluation: a measurement goal for selection decisions or a pedagogical goal to support the learning process. This study focuses on how teachers balance these two goals. We interviewed 25 teachers who work in a context in which national standards in the final year are combined with classroom evaluation in the first years. The teachers' perspectives show that both goals can coexist. The national standards cause classroom evaluation to have a measurement function, but many teachers use it to implement a pedagogical goal. Teachers adjust classroom evaluation to encourage better performance in the long run. Referring to the literature, we discuss first whether this practice is appropriate from a pedagogical perspective and then from a measurement perspective. We found that national standards may function as a common reference point when developing a qualitative framework necessary for the interpretive measurement of higher order skills. The side effect of discouraging low achievers is counterbalanced by the use of adjustment strategies to circumvent failing grades. At the same time, national standards counterbalance grade inflation and cause the function of evaluation in stimulating student effort to be retained. This shows that it is possible to reconcile the advantages of the measurement approach and the pedagogical approach to a large extent.

Esther Bettney

The importance of the relationship between assessment and motivation in supporting student learning has been increasingly examined in education. This relationship is however rarely studied from teacher candidates' perspectives. This study collected data from 42 teacher candidates at a Canadian university. These teacher candidates responded to an on-line discussion on the relationship between assessment and motivation and 112 datasets were collected based on their discussion. A standard thematic coding process was adopted to analyze these responses and codes were inductively generated. Four interrelated themes were derived: classroom assessment environment, the nature of assessment tasks, the effectiveness of feedback, and the clarity of learning goals and criteria. Specifically, creating a task-involving classroom environment, assigning authentic and diversified assessment tasks, providing effective feedback, and clarifying learning goals frequently co-occurred with intrinsic motivation. A competitive classroom environment, teaching to the test, and giving students grades co-occurred with extrinsic motivation, including both self-determined extrinsic motivation and non-self-determined extrinsic motivation. The findings support the existing literature on assessment and motivation and bear implications for teachers, teacher educators, and educational administrators. The relationship between assessment and motivation has been an important topic in education, and such a relationship has been increasingly examined since the publication of Black and William (1998a). However, such a relationship is rarely studied from the perspectives of teacher candidates. It is essential to understand how these beginning teachers perceive their approach to assessment influences how their students learn, how their students see themselves as learners and as human beings. Research into the perspectives of these beginning teachers can connect with the current teaching practices but also foresee the future of education. Teachers' day-today classroom assessment practices include both formative and summative assessment. Formative assessment involves providing effective feedback whereas summative assessment involves the evaluation of learning with a mark or a score. Previous research shows that formative assessment conducted by teachers in the classroom has a positive impact on students' learning and their motivation and may increase students' achievement, their understanding of how to learn, and control over their own learning (Black & William, 1998a; Brookhart, 2009). The success and achievement that students obtain through assessment " is the essential fuel that powers the learning system for students " (Stiggins, 2005, p. 19). Yet, McMillan, Cohen, Abrams, Cauley, Pannozzo & Hearn (2010) identified a continued need for research into the intricacies of the relationship between formative assessment and student 359 motivation. Brown, Harris and Harnett (2012) claimed that little research has been done on teachers' conceptions of feedback, an important aspect of assessment. To address this identified need, Brown et al. surveyed 518 New Zealand teachers and found a meaningful relationship between teachers' beliefs about feedback and their practices. While this study focused specifically on feedback, it indicates the need for continued research into how teacher's views of various aspects of assessment impact their practice and therefore, their students.

Educational Psychology Review

Ernesto Panadero

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students’ expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.

Avaliação educacional em larga escala

sobre avaliação educacional e testes em larga escala

Ipsative Assessment and Personal Learning Gain

Gwyneth Hughes

Formative Assessment: A Review of Literature 2007

Assessment in Education: Principles, Policy & Practice

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