Summative Assessment

Posted: January 5th, 2023

Week 6: Summative Assessment

Your Name

EDU 645: Assessment for Learning

Instructor’s Name

Date

Summative Assessment

The paper illustrates the importance of adopting an effective guide when teaching learners. It addresses the significance of setting learning objectives, and engaging learners in formative and summative assessment. Consequently, instructors see the need to embrace backward design model when developing assessments to ensure that what learners do throughout the course is a reflection of their compiled work. Tutors can ensure that their approach have significant impact on learners by selecting their assessment techniques very carefully.

Standard and Learning Objective

The practice seeks to achieve certain guidelines and learning objectives that are essential for the project targeting kindergarten children. The teaching relies on California common core state standards for mathematics, and focus on counting and cardinality, knowing the names of numbers and the count pattern, counting to find out the number of objects, and comparing numbers. The California common core state standards for mathematics requires that instructional time at the kindergarten level should pay attention to two critical areas; representing, relating, and operating whole numbers, beginning with utilizing sets of objects and describing space and shape, with much focus committed to numbers. The practice also utilize California common core state standards (CCSS) counting and cardinality. The approach will equip learners with the ability to count and write numbers from 0 to 20, identify the names of numbers, and match provided objects with numbers. Counting entails identifying the number of things in a bunch or group of items, while cardinality holds that the final number in the counting sequence stands for the number of things counted.The study aims at achieving three learning objectives. The first objective is that by the end of the program, the pupils will have the ability to write numbers 0 to 20 within the first sixty seconds. The cognitive level for the first objective is remembering. The second learning objective is that by the end of the unit, learners will gain the ability to compare two categories of items depending on their numbers starting from 0 to 10 within 2 minutes. The cognitive level in this objective is understanding. The third objective is that by the time the unit comes to an end, the learner will be able to rate the entire number of objects beginning from 0 to 10 and to indicate their number in not more than 10 minutes. The cognitive level for the third objective is applying.

Formative Assessment

Instructors use formative assessments identify whether their learners have understood a particular concept. Wees (n.d.) writes that formative assessment refers to a broad range of methodologies that instructors utilize to perform in-process assessment of learners’ level of understanding. Formative assessment also provides the chance to know students’ needs and their progress during a course, unit, or lesson (Wees n.d.). What makes the assessment formative in this case is not the test’s design, techniques of application, or self-appraisal, but the way it is utilized, that is to establish in-process adjustments in teaching and learning.

Formative assessment has many benefits, which requires instructors to apply it part of each lesson plan. One of the benefits for applying formative assessment is that it presents the chance to gather detailed data that can be utilized to elevate instructions and student learning as it happens (Wees n.d.). Therefore, instructors get the chance to determine whether learners capture the delivered content, or whether more need to happen to instill the knowledge. Being able to identify the concepts that learners are striving to comprehend, skills or techniques they are having hardship to comprehend, information they are having hardships mastering, or learning approaches they have not mastered so that it is possible to make necessary changes to the lesson, academic support, and instructional methods.

Based on the functions of formative assessment, it would be effective to use the technique after introducing or teaching a new area, preferably at the end of a lesson or topic. Assessing the learners’ level of comprehension immediately after teaching or introducing a particular concept increases their chances of understanding and remembering the information, as opposed to waiting until after many days have passed.

The approaches that would be handy in assessing learners in the kindergarten mathematics class are, the write it down technique, Socrative instructor, and the raised hands method. Using the write it down method, Wees (n.d.) thinks that the approach is effective arguing that it is easier for learners to comprehend what they learn when they write it down. Consequently, the instructor can ask learners in the class to outline a series of numbers during a class session to measure their understanding. The tutor can then collect the answers and utilize them to measure those learners who have the capacity to complete the assignment without much constraint. The assessment technique is suitable because it offers the chance to know whether students acquire the necessary knowledge and skills. The second approach is Socratic teacher, which provides the opportunity to get direct feedback of the learning and comprehension process within a classroom environment. The technique involves executing a student reaction system in which pupils react to questions asked by the instructor utilizing a communication tool such as a tablet or laptop (Davis 2012). The Socratic Teacher, which is one of the many clickers will give the teacher immediate feedback concerning the gauge of understanding among learners. The approach offers a suitable chance to know how many learners have grasped the concepts. The teacher can then use the collected data to make informed decisions and changes to the lesson plan such that students achieve the targeted level of understanding, thus achieving the outcomes of the unit.

The third assessment technique to be applied in this case is asking questions and getting responses from learners. The approach involves asking a question and giving those who raise their hands the opportunity to give feedback (Wees n.d). The process would also entail giving pupils the chance to come forward in class and count 0 to 10 while writing on the whiteboard. The technique offers the chance to identify learners who are confident enough, and can volunteer to illustrate before others because they are well conversant with the topic. The instructor can further give follow-up question to learners who do give in their selves to present in front of the class. The technique is in accordance with the directives of counts and cardinality to identify the number of the items standard as it requires learners to apply the skills and knowledge they have gained into solving a mathematical problem. The approach is further compatible with the realization of the third learning objective of categorizing the entire number of objects starting from 0 to 10. Here the approach provides the chance to know the proportion or number of students who can complete the assignment. The teacher can then make suitable modifications to ensure that all learners can perform the work needed as per the learning objectives of the unit.

Development of Summative Assessment

Learning Objective/Outcome	Bloom’s Taxonomy Classification Level	Number of Test Items	Point Value	% Weight of Test
By the end of the unit, the pupils will be able to write numbers 0 to 20	Remembering	6	60	60
By the end of the program/unit, learners will be able to compare two groups of objects based to their numbers from 0 to 10	Understanding	3	30	30
By the end of the program/unit, the pupil will be able to classify the entire number of items from 0 to 10	Applying	1	10	10
Totals	10	100	100

Questions

Question 1: Choose the right answer for the number eleven:

(The precise answer is b)

Learning objective: To remember and write numbers 0 to 20.