forum Summative and formative assessments

Successful schools employ a variety of techniques to involve students in all facets of their education. One of them is formative assessment, which is intended to track students’ progress and offer teachers with continual feedback so they may enhance both teaching and learning. Additionally, doing so enables one to pinpoint problem areas while also identifying strengths and shortcomings. Summative evaluation compares student learning to a predetermined benchmark to assess student learning at the conclusion of a unit of instruction (Glover et al., 2016).

It is insufficient to only evaluate learning because students’ performance ultimately depends on their motivation and ability to concentrate on their life goals (Glover et al., 2016). Checking for understanding is used as a step in the learning process, and unless teachers do it, it may be difficult to know what students are getting out of the lesson. In fact, it is part of the formative assessment system in which teachers identify learning goals.

Understanding by Design (UbD) is a framework for improving student achievement where teachers engage their roles as the designers of student learning. It would be true to say that formative, summative and checks for understanding in teaching and education relate to understanding by design model. A significant part of it centers on the use of assessments that focus on student understanding.

Checking for understanding completes the circle of assessment, planning, and instruction by providing teachers and students with evidence of learning. It is consistent with other educational innovations, including understanding by design. It ensures students have a model of good study skills, while instructors may be checking for understanding, they increasingly become aware of how to monitor their understanding. Teachers, therefore, should plan intentional and targeted instruction, check for understanding and then take action based on what the data says.

Reference

Glover, T. A., Reddy, L. A., Kettler, R. J., Kunz, A., & Lekwa, A. J. (2016). Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project. Teachers College Record, 118(14), n14.