Formative & Summative Perspective:
The most familiar perspective that teachers use in their daily practices comes in the form of formative and summative assessments. Formative and summative assessments can be utilized multiple times throughout the lesson, and be used to assess different types of information in regards to student learning. "The results from these tests can give teachers and administrators clear data around the effectiveness of a lesson, or series of lessons. It is the results of these types of assessments that guide educators in adjusting their instruction to ensure student success. Heritage (2011) asserts that formative assessments come in different forms and formats, with no single method for collecting data. The type of formative assessment used by a teacher should be selected based on the learning goals and indicators, as long as it is planned, systematic, and yields actionable information that can be used by the teacher and student to improve learning. Therefore, formative assessment can include structured, formal observations; informal observations; classroom discussions; analysis of student work samples; strategies for monitoring progress; strategies for checking student understandings or skills; curriculum-based measurement; self-assessment measures; and peer-assessment activities.
The results from these checks for understanding can give educators clear data around the effectiveness of a lesson/series of lessons. Taking this data evidence into account (along with multiple perspectives), teachers can truly “review learning through the eyes of their students” (Hattie, 2012, pg. 163). What educators need to understand is what Hattie notes as the major distinction between the two: “the nature of the interpretations made from the tests,” such that “if the interpretations from the test are used to modify the instruction while it is ongoing, it is formative; if the interpretations from the test are used to sum up the learning at the end of the teaching, it is summative” (p. 162).
Taking these measures into account, the effectiveness of an educator is not a function of the teaching; rather it is a function of the learning that occurred. These determine the effectiveness and efficiency of the teacher, the lesson, and the school as a whole.
The results from these checks for understanding can give educators clear data around the effectiveness of a lesson/series of lessons. Taking this data evidence into account (along with multiple perspectives), teachers can truly “review learning through the eyes of their students” (Hattie, 2012, pg. 163). What educators need to understand is what Hattie notes as the major distinction between the two: “the nature of the interpretations made from the tests,” such that “if the interpretations from the test are used to modify the instruction while it is ongoing, it is formative; if the interpretations from the test are used to sum up the learning at the end of the teaching, it is summative” (p. 162).
Taking these measures into account, the effectiveness of an educator is not a function of the teaching; rather it is a function of the learning that occurred. These determine the effectiveness and efficiency of the teacher, the lesson, and the school as a whole.
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