Journal articles: 'Formative and summative assessments'

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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.

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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores. Methodology: A prospective cohort study was conducted on 100 medical students from 3rd year in November 2016 and July 2017. The data was collected using SPSS software and analyzed by T-tests and descriptive tables. Results: The mean summative score of students who took an online formative assessment in a module was significantly higher compared to mean score of students who did not take formative assessment. Mean summative score of another group of students who took an online formative assessment in a different module was statistically different than mean score of students who did not take formative assessment (p- Value = 0.00). Conclusion: Online formative assessment is an effective tool for improving student’s performance in the summative assessment.

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Grier, Donovon, Suzanne F. Lindt, and Stacia C. Miller. "Formative Assessment with Game-based Technology." International Journal of Technology in Education and Science 5, no. 2 (2021): 193–202. http://dx.doi.org/10.46328/ijtes.97.

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The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

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Chen, Haoran. "A Contrastive Analysis of Classroom-Based Language Assessments." English Language Teaching 13, no. 5 (2020): 110. http://dx.doi.org/10.5539/elt.v13n5p110.

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Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers&rsquo; adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with multiple standards for the judgement of learners&rsquo; achievements while summative assessment evaluates the educational effect or the whole process of special education at a certain time point, and both assessments can always be conducted on network platforms nowadays; 3) evidence and interpretation are taken into consideration in formative assessment and summative assessment respectively while the two types of assessment complement each other for the related teaching goals; 4) more attention may be paid to both assessment for learning (AfL) and assessment as learning (AaL) in the future development of assessment. The contrastive study is expected to provide a reference for classroom-based language teaching and learning.

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Ibrahim, Mohd Salami, Muhamad Saiful Bahri Yusof, and Ahmad Fuad Abdul Rahim. "Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?" Education in Medicine Journal 13, no. 2 (2021): 91–95. http://dx.doi.org/10.21315/eimj2021.13.2.8.

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Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.

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Houston, Don, and James N. Thompson. "Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'." Journal of University Teaching and Learning Practice 14, no. 3 (2017): 5–18. http://dx.doi.org/10.53761/1.14.3.2.

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Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.

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Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

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Hossain, Sakhawat, Nazma Begum, and Md Humayun Kabir Talukder. "Teachers' evaluation of formative assessment on summative assessment in undergraduate medical education." Bangladesh Journal of Medical Education 3, no. 1 (2014): 18–21. http://dx.doi.org/10.3329/bjme.v3i1.18591.

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Background: Assessment is important in all forms of learning. Formative assessments have evolved as a means to adapt to student needs. Summative assessment designed to make judgments about students' performance and produce grades Formative assessment is the assessment that takes place during a course or programming of study whereas summative assessment is normally carried out at or towards the end of a course. Objective: To determine the teachers' view about the influence of formative assessment on the result of summative assessment in undergraduate medical course. Method: This cross sectional descriptive study was carried out from July 2009 to June 2010 over 106 teachers of selected two government and two private medical colleges. A structured and pretested questionnaire included different opinion about the influence of formative assessment on summative assessment was distributed among respondents and data were collected for analysis. Results: This study revealed that majority of the teachers (77%) considered feedback from formative assessment to students is important to close up the learning gap. Eighty two percent teachers were in agreement that through formative assessment teachers identified students' weak point and 69% supported that formative assessment motivates the students for deep learning and regular study. However, frequent formative assessment hampers students' independent learning which produces negative effects in summative exam. Conclusion: Formative assessment has got significant effect on summative assessment in various aspects. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18591 Bangladesh Journal of Medical Education Vol.3(1) 2012: 18-21

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Əhliman qızı Əliyeva, Gülşən. "Modern evaluation and requirements for its organization." SCIENTIFIC WORK 66, no. 05 (2021): 185–87. http://dx.doi.org/10.36719/2663-4619/66/185-187.

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Modern assessment systems are one of the main factors reflecting the quality of education. One of the important conditions is that the assessment is carried out in accordance with the wishes, needs and requirements of society and the state. The article discusses the essence of modern assessment, the analysis of in-school assessment (diagnostic, formative, summative) in terms of geography, the expediency of applying the level of knowledge and skills of students in accordance with the assessment standards. In-school assessment consisted of assessment of student achievement (diagnostic, formative and summative assessments), curriculum assessment and final assessment of general education levels. Key words: modern assessment, assessment standards, in-school assessment, diagnostic assessment, formative assessment, summative assessment

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Mohammad, Taj, and Soada Idris. "ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY." Indonesian EFL Journal 4, no. 1 (2018): 23. http://dx.doi.org/10.25134/ieflj.v4i1.795.

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The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

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Connors, Christina B. "Summative and Formative Assessments: An Educational Polarity." Kappa Delta Pi Record 57, no. 2 (2021): 70–74. http://dx.doi.org/10.1080/00228958.2021.1890441.

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Chandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.

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English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.

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Chowdhury, Faieza. "Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice." Global Journal of Educational Studies 5, no. 2 (2019): 37. http://dx.doi.org/10.5296/gjes.v5i2.15585.

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In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

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Alexander, Ben, Sean Owen, and Cliff B. Thames. "Exploring differences and relationships between online formative and summative assessments in Mississippi career and technical education." Asian Association of Open Universities Journal 15, no. 3 (2020): 335–49. http://dx.doi.org/10.1108/aaouj-06-2020-0037.

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PurposeThis study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.Design/methodology/approachThis study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.FindingsThe results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.Originality/valueThese results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

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Anh Vu, Ngoc. "Formative Assessment in Teaching and Learning EFL." Issues in Language Instruction 5, no. 1 (2018): 37–38. http://dx.doi.org/10.17161/ili.v5i1.7023.

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Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment.

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Anh Vu, Ngoc. "Formative Assessment in Teaching and Learning EFL." Issues in Language Instruction 5 (January 10, 2018): 37. http://dx.doi.org/10.17161/ili.v5i0.7023.

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Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment.

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Avakyan, Naira, and Arus Markaryan. "Some Aspects of Computer-Aided Formative and Summative Assessments." Armenian Folia Anglistika 7, no. 2 (9) (2011): 79–82. http://dx.doi.org/10.46991/afa/2011.7.2.079.

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The article highlights several problems related to computer-aided formative and summative assessments. Formative tests tend to check the knowledge of the learners in order to teach them. Summative tests aim to assess the knowledge acquired. The authors of the article attach importance to the role of the computer-aided testing system that is being developed in the Armenian education system and single out certain factors that could contribute to the process.

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Meeks, Lisa M., and Neera R. Jain. "Summative and formative assessments: Do we accommodate both?" Disability Compliance for Higher Education 22, no. 9 (2017): 1–5. http://dx.doi.org/10.1002/dhe.30287.

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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.

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Taras, Maddalena. "Summative and formative assessment." Active Learning in Higher Education 9, no. 2 (2008): 172–92. http://dx.doi.org/10.1177/1469787408091655.

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Et. al., Joan Deocareza Rural. "Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 5320–26. http://dx.doi.org/10.17762/turcomat.v12i3.2170.

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The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.

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Wellington, S. J., and R. E. Collier. "Experiences of Using Student Workbooks for Formative and Summative Assessment." International Journal of Electrical Engineering & Education 39, no. 3 (2002): 263–68. http://dx.doi.org/10.7227/ijeee.39.3.10.

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In response to poor student attainment rates, the teaching, learning and assessment strategy of a Level 1 circuit theory unit has been revised to emphasise the importance of regular attendance at teaching sessions, and also to provide regular formative feedback. As part of the assessment scheme a tutorial workbook has been used for both formative and summative assessment. The workbook is assessed regularly during scheduled teaching sessions. The use of objective questions has reduced the time taken to assess the work, while the regular assessments help with student motivation, provide formative feedback, and help students to structure and pace their learning.

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Mahshanian, Amir, Reihane Shoghi, and Mohammad Bahrami. "Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement." Journal of Language Teaching and Research 10, no. 5 (2019): 1055. http://dx.doi.org/10.17507/jltr.1005.19.

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In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

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Kulasegaram, Kulamakan, and Patangi K. Rangachari. "Beyond “formative”: assessments to enrich student learning." Advances in Physiology Education 42, no. 1 (2018): 5–14. http://dx.doi.org/10.1152/advan.00122.2017.

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Formative assessments can enhance and enrich student learning. Typically, these have been used to provide feedback against end-of-course standards and prepare students for summative assessments of performance or measurement of competence. Here, we present the case for using assessments for learning to encompass a wider range of important outcomes. We discuss 1) the rationale for using assessment for learning; 2) guiding theories of expertise that inform assessment for learning; 3) theoretical and empirical evidence; 4) approaches to rigor and validation; and 5) approaches to implementation at multiple levels of the curriculum. The literature strongly supports the use of assessments as an opportunity to reinforce and enhance learning. Physiology teachers have a wide range of theories, models, and interventions from which to prepare students for retention, application, transfer, and future learning by using assessments.

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Salas Vicente, Fidel, Ángel Vicente Escuder, Miguel Ángel Pérez Puig, and Francisco Segovia López. "Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study." Education Sciences 11, no. 8 (2021): 428. http://dx.doi.org/10.3390/educsci11080428.

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The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment.

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Embretson, Susan. "Cognitively Based Assessment and the Integration of Summative and Formative Assessments." Measurement: Interdisciplinary Research & Perspective 8, no. 4 (2010): 180–84. http://dx.doi.org/10.1080/15366367.2010.526446.

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Roushdi, I., and D. Tennent. "Current usage patterns of procedure-based assessments in the orthopaedic community." Bulletin of the Royal College of Surgeons of England 97, no. 2 (2015): e1-e3. http://dx.doi.org/10.1308/rcsbull.2015.97.2.e1.

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Overby, Lynnette Young, Heather Beach, Paige Glassman, et al. "Formative and Summative Assessments for Dance Interarts/Interdisciplinary Projects." Journal of Dance Education 13, no. 1 (2013): 23–29. http://dx.doi.org/10.1080/15290824.2012.701182.

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Kohler, Brynja, and Emina Alibegović. "Assessing for Learning." Mathematics Teaching in the Middle School 20, no. 7 (2015): 424–33. http://dx.doi.org/10.5951/mathteacmiddscho.20.7.0424.

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De Kleijn, Renske A. M., Rianne A. M. Bouwmeester, Magda M. J. Ritzen, Stephan P. J. Ramaekers, and Harold V. M. Van Rijen. "Students’ motives for using online formative assessments when preparing for summative assessments." Medical Teacher 35, no. 12 (2013): e1644-e1650. http://dx.doi.org/10.3109/0142159x.2013.826794.

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Breyfogle, M. Lynn, and Courtney M. Lynch. "van Hiele Revisited." Mathematics Teaching in the Middle School 16, no. 4 (2010): 232–38. http://dx.doi.org/10.5951/mtms.16.4.0232.

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Begum, Nazma, Sakhawat Hossain, and Md Humayun Kabir Talukder. "Influence of formative assessment on summative assessment in undergraduate medical students." Bangladesh Journal of Medical Education 4, no. 1 (2017): 16–19. http://dx.doi.org/10.3329/bjme.v4i1.32191.

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This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

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Emanuel, Diana C., Candace G. Robinson, and Peggy Korczak. "Development of a Formative and Summative Assessment System for AuD Education." American Journal of Audiology 22, no. 1 (2013): 14–25. http://dx.doi.org/10.1044/1059-0889(2012/12-0037).

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Purpose This article provides an overview of a comprehensive assessment system that documents that students have obtained the skills and knowledge necessary to obtain a Doctor of Audiology (AuD) degree. Method The individual components of the assessment system; rationale for development of each assessment; and grading criteria, outcomes measures, faculty commentary, missteps, and successes of the system are discussed. Conclusion Carefully planned and dynamic assessments can be integrated successfully into the AuD students' program of study with generally reasonable expectations for faculty workload. It is crucial for program directors to continually assess the system used to document student learning and to make modifications based on formal and informal feedback from students, faculty, alumni, evidence-based clinical practice, and clinical preceptors.

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Ma, Carol Hok Ka, Isaac Pak Hoi TSE, and Carman Ka Man Chan. "Service-Learning as Pedagogy for Transformation of Students’ Learning." SHS Web of Conferences 59 (2018): 01006. http://dx.doi.org/10.1051/shsconf/20185901006.

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Service-Learning is a powerful pedagogy to transform students learning confidence and determination to make good use of their knowledge through empowered services experience in authentic situations with real clients. Teachers use this pedagogy to help students explore an aspect of social issues and take action to relieve the situation through partnership with agencies outside the University. The current study hit new insights about students learning evaluation that was made possible because of inputs from the collaborating Service-Learning partners. The triangulations of quantitative and qualitative methods contribute effectively in evaluating the students’ learning in social service. Service-Learning results in elevated self-evaluation and confidence in all generic skills and attitude changes measured through continual formative assessments though it does not promise immediate conquer over the control group in summative assessments. Discussions have been made to reflect the different roles of summative and formative assessment that Service-Learning could be the catalyst of learning as the tipping point for successful community network construction.

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Souza, Juliana. "Blended Learning: Study of a formative assessment in the flipped classroom model." Archives of Business Research 8, no. 2 (2020): 1–7. http://dx.doi.org/10.14738/abr.82.7772.

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Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

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Vaden-Goad, Robert E. "Leveraging Summative Assessment for Formative Purposes." College Teaching 57, no. 3 (2009): 153–55. http://dx.doi.org/10.3200/ctch.57.3.153-155.

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Black, P. J. "Formative and Summative Assessment by Teachers." Studies in Science Education 21, no. 1 (1993): 49–97. http://dx.doi.org/10.1080/03057269308560014.

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Chetcuti, Deborah A., and Michael A. Buhagiar. "ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT." Problems of Education in the 21st Century 58, no. 1 (2014): 39–52. http://dx.doi.org/10.33225/pec/14.58.39.

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The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education

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Tomasevic, Biljana, Dragica Trivic, Vesna Milanovic, and Lidija Ralevic. "The programme for professional development of chemistry teachers’ assessment competency." Journal of the Serbian Chemical Society, no. 00 (2021): 52. http://dx.doi.org/10.2298/jsc210710052t.

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The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feed-back from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students? progress towards certain educational standards. Teachers? responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.

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Primhak, Rob, and Neil Gibson. "Workplace-based assessment: how to use case-based discussion as a formative assessment." Breathe 15, no. 3 (2019): 163–66. http://dx.doi.org/10.1183/20734735.0209-2019.

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Workplace-based assessments are increasingly used as a way of gaining insight into clinician performance in real-life situations. Although some can be used to inform a summative (pass/fail) assessment, many have a much greater role in the formative assessment of trainees, and can be used as tools for teaching and training and in identifying the development needs of trainees. There is considerable variation between different European countries in the use of formative, workplace-based assessment, such as a structured case-based discussion (CbD), during training. This article gives an overview of how to use CbD as a formative assessment for higher specialist trainees, and gives access to a downloadable record form which can be used by trainers.

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Kern, Justin L. "Book Review: Advancing methodologies to support both summative and formative assessments." Applied Psychological Measurement 39, no. 7 (2015): 575–78. http://dx.doi.org/10.1177/0146621615595498.

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Wei, Wei. "Using summative and formative assessments to evaluate EFL teachers’ teaching performance." Assessment & Evaluation in Higher Education 40, no. 4 (2014): 611–23. http://dx.doi.org/10.1080/02602938.2014.939609.

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Marshall, Bethan, and Simon Gibbons. "Assessing English: A Comparison between Canada and England’s Assessment Procedures." Education Sciences 8, no. 4 (2018): 211. http://dx.doi.org/10.3390/educsci8040211.

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English as a subject used to be assessed using course-based or portfolio assessments but now it is increasingly examined through terminal tests. Canada is an exception to this rule. This paper compares the way English is assessed in England and Canada and looks to the ways in which the kind of assessment undertaken affects the practices of English teachers both in the teaching of summative and formative assessment.

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Khilnani, Ajeet Kumar, Gurudas Khilnani, and Rekha Thaddanee. "Suggested format for university assessment in undergraduate competency based curriculum in otorhinolaryngology." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 5 (2021): 919. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20211597.

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<p>The competency based medical education emphasizes role of formative and summative assessments in academic progression of learners. The university examination represents summative assessment in which distribution of marks becomes important for overall evaluation of students’ performance in examinations. The competency based curriculum (CBC) began with 2019-20 batch that has already completed phase-I training and is studying in phase-II presently. The phase-III, part-1 training for this batch would begin in February 2022. The details of otorhinolaryngology (ORL) curriculum have already been published by erstwhile Medical Council of India (MCI). There shall be formative and summative assessment examinations during the 12 months period (duration of phase-III, part-1 has been reduced from 13 months to 12 months as per the advisory from National Medical Commission). The suggested break-up of the internal assessment (IA) marks in ORL is published earlier. Here, we further suggest scheme of theory paper and clinical examination, and division of university assessment (UA) marks in ORL. The CBC document has assigned total 200 marks in ORL i.e. 100 marks for theory and 100 marks for practical/clinical examination including viva. The IA marks will not contribute to the university marks, but will be displayed as a separate head in the marksheet.</p>

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Perishko, Iryna. "FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 114–17. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-114-117.

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The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

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Fernandes, Anthony, Natasha Murray, and Terrence Wyberg. "Assessing Student Understanding." Mathematics Teaching in the Middle School 22, no. 6 (2017): 324. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0324.

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In the current high–stakes testing environment, a mention of assessment is inevitably associated with large–scale summative assessments at the end of the school year. Although these assessments serve an important purpose, assessing students' learning is an ongoing process that takes place in the classroom on a regular basis. Effectively gathering information about student understanding is integral to all aspects of mathematics instruction. Formative assessments conducted in the classroom have the potential to provide important feedback about students' understanding, guide future instruction to improve student learning, and provide roadmaps for both teachers and students in the process of learning.

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Abdullah Sharadgah, Talha, and Rami Abdulatif Sa'di. "Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions." Journal of Information Technology Education: Research 19 (2020): 755–74. http://dx.doi.org/10.28945/4615.

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Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively.

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Boyko, Yakiv. "USING THE ASSESSMENT SYSTEM AND MODERN DIGITAL TECHNOLOGIES IN THE PROCESS OF TEACHING ENGLISH." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 63–70. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235184.

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The predominance of English in the media, particularly on the internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the system of education.The introduction of web 2.0 network services in language education is one of the promising areas of informatization of the educational process, which helps to foster a stable communication competence in the students and design formative assessment under the guidance of an experienced teacher. Modern digital technologies with the transition to a more communicative approach offer new forms of assessments that were not available to us even ten years ago. Students have the opportunity to record videos while interacting in groups or even working on a monologue or story. Students often practice uploading podcasts and audio files and creating diary and wiki entries.The article deals with the benefits of digital technology during teaching English, which opens new perspectives on the assessment. The research describes the stages of the organization of assessment in the classroom, emphasizes the importance of feedback on testing, examines some factors that affect the teaching of English in terms of its assessment, gives an overview of the benefits of using washback effect and lists the problems associated with the use of information and communication technologies. The author explores the potential of using formative and summative assessments as well as the feedback to improve students' academic achievement and progress. Digital technology and assessment help us to achieve some of our goals: improved motivation, autonomy or closer cooperation between students, and so on. In addition, feedback can even be provided by students themselves, which contributes to the formation of self-assessment. Consequently, it becomes obvious what should be changed in the course on the basis of the assessment of students’ progress during the learning cycle.There is a lack of professionalism in the use of some information and communication technologies, which negatively affects the effectiveness of assessment systems of English. Keywords: formative assessments, summative assessments, information and communication technologies, digital technologies, feedback, self-assessment, motivation, self-reflection, English.

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Said, Mohamed Mohamed Tolba, Vasudeva Rao Aravind, Debra Ferdinand James, and Krishnan Umachandran. "Dissecting assessment: A paradigm shift towards technology-enhanced assessments." World Journal on Educational Technology: Current Issues 11, no. 2 (2020): 162–70. http://dx.doi.org/10.18844/wjet.v11i2.4256.

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This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students’ needs and concerns in timely learning experiences, the proposed ‘dissecting assessment’ framework has two primary variables: Students’ Expectations and Assessment Deliverable with positive and negative secondary variables such as inbuilt fear to handle failures and exposures and comparison phobia. Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as unbiased evaluation, would eventually reduce the negatives, such as comparison phobia.Keywords: Formative assessment, immediate feedback, intelligent tutoring, self-evaluation, technology-enhanced assessment.

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Nichols, Bryan E. "Research-to-Resource: Designing Singing Assessments for Classroom Use." Update: Applications of Research in Music Education 38, no. 1 (2019): 5–8. http://dx.doi.org/10.1177/8755123319843428.

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Research has provided several scales for valid assessments of singing skills. Singing voice development and singing accuracy (tunefulness) are frequent objectives targeted by teachers in music classrooms. Teachers and directors may find established scoring systems useful for implementing formative or summative assessments. This research-to-resource article provides examples for teachers to use or adapt to promote and encourage singing growth.

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Dixson, Dante D., and Frank C. Worrell. "Formative and Summative Assessment in the Classroom." Theory Into Practice 55, no. 2 (2016): 153–59. http://dx.doi.org/10.1080/00405841.2016.1148989.

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Journal articles on the topic 'Formative and summative assessments'

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