Data collected via summative assessment
often tends to be numeric in nature.
reports student performance in an entire academic session and involves assigning grades to the students.4 Summative assessment
sums up the learning process and looks at the post achievement only.6 It sometimes encourages students to seek for preparatory courses or crash tests and accept the theoretical ideas without understanding the core concept.7 Formative assessment differs from summative assessment
in that it focuses on improvement of learning rather than declaring students as being 'pass' or 'fail'.3 Despite its evident advantages, formative assessment and its impact on the end of course summative assessment
has not been put to test as much as it should have been.8
Peer Assessment as a Summative Assessment
System in Medical Education
helps teacher to evaluate their students' performance what they have learned during whole session from their teacher classmates or learning activities which are designed to promote critical thinking among their students because the final decision about students' performance is taken on the basis of summative assessment
Formative assessments (SLEs) Summative assessments
(AoPs) Assessment for CbD Assessment of learning learning Mini-CEX OSATS * Part of the summative * Formal quality process feedback OSATS * Measures of competence * Reflective MSF practice Part of this e-portfolio for contribution to the Part of this high-stakes exams, and will e-portfolio for be accessed by CMSA discussion at educational supervisor meetings, and will not be accessed by CMSA AoPs = assessments of performance; CbD = case-based discussion; Mini-CEX = mini-clinical-evaluation exercise; MSF = multisource feedback; OSATS = objective structured assessments of technical skills; SLEs = supervised learning events Adapted by author from Parry-Smith W, Mahmud A, Landau A, Hayes K.
However, it is observed that the summative assessment
pattern is not uniform in all medical colleges.
The daily time-pressured quizzes has a highest correlation of 0.626 with the departmental final examination which is considered as the summative assessment
followed by the portfolio assessment and the last is the homework.
When teachers think of the word "assessment," most often hey think of a traditional summative assessment
, which gives the teacher an overall view of what the student has learned at the end of a lesson or unit of study.
Of the total candidates, 495 opted for the examination conducted by the school, which comprised two parts as Summative Assessment
1 (SA-1) and Summative Assessment
2 (SA-2) at the end of the two semesters of the academic year 2010 to 2011.
Replacing a singular summative assessment
with multiple forms teaches to the entire class, attacks the cognitive domain from all angles and helps students "see" the connection between what is on paper and how it applies within the student's experience.
This is followed by coverage of types of examples of differentiated assessments and the more specific categories of: highly structured assessments, assessments with moderate to no scaffolding, enriched assessments, and summative assessment
. Specific methods include: understanding-based and self-expression-based formative assessments, seminars and Socratic seminars, extended writing assessments, interviews, white-board assessments and interpersonal activities.
Most educators are familiar with the terms formative and summative assessment
. Summative assessments
happen at the end of a learning experience, semester or year, and include various standardized tests.