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Analyzing and Improving a Test Using Statistics

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Submitted By cinthia36
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Formative and Summative Assessment (Journal 1)
By: Cinthia Herrera
Edu: 645 Learning and Assessment for the 21st Century
Instructor: Amy Peterson
July 29, 2013

In comparison of the formative and summative assessment is that, they are both part of the broad assessment process which may span for days, weeks, a full semester, an entire school year or even longer. When it comes to formative and summative assessment teachers traditionally have not been well trained and this is because they believe these activities are supplemental or peripheral to the instruction process (Kubiszyn & Borich, 2013). These two assessments are only tools and can both be poorly designed, misused unintentionally, and impair their usefulness if abused intentionally. Both, Formative and summative assessment can be referred to as single measures that yield results at a single point in time in a classroom, and they are both a part of an assessment process to help make educational decisions (Kubiszyn & Borich, 2013). In contrast summative assessment are lengthy and are used to assign grades, evaluate curriculum effectiveness, assess annual gains in student, school, and district academic improvement. This assessment is good to inform about broad achievement trends after instruction has been completed. Summative is not a useful tool if the purpose of testing is to evaluate the effectiveness of instruction on a day-to-day basis. It is also not designed to be sensitive to small specific changes in achievement; it is mostly designed to measure larger and broader changes in achievement (Kubiszyn & Borich, 2013). On the other hand formative assessment is useful if the purpose is to inform day to day instructional decision making. Formative tends to be brief to minimize interference with instructional time and to facilitate repeated administration in the classroom. This assessment

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