Journal articles: 'Summativ'

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Bjørkli, Knut, and Ketil Arnesen. "Kombinert summativ og formativ vurdering i matematikk." Uniped 38, no. 04 (November 11, 2015): 337–44. http://dx.doi.org/10.18261/issn1893-8981-2015-04-10.

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Dolin, Jens, Jan Alexis Nielsen, and Sofie Tidemand. "Evaluering af naturfaglige kompetencer." Acta Didactica Norge 11, no. 3 (September 28, 2017): 2. http://dx.doi.org/10.5617/adno.4702.

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Artiklen skitserer kort de sidste 40-50 års udvikling i naturfagene op til det nuværende fokus på undersøgelsesbaseret undervisning og udvikling af kompetencer. Den påpeger hvorledes mange traditionelle evalueringsformer, især brugt ved eksamen, ikke er i stand til at indfange de ønskede kompetencer, hvorfor de har svært ved at slå igennem i den daglige undervisning. Med udgangspunkt i en model af sammenhængene mellem formativ og summativ brug af evaluering argumenteres for nødvendigheden af større alignment mellem naturfagenes formål, pædagogik og evalueringsformer. Artiklen giver eksempler fra en række danske og internationale forskningsprojekter på udvikling og implementering af evalueringsformer, der kan indfange de nye læringsmål og som brugt formativt kan fremme deres læring. Den viser hvilke muligheder og udfordringer de rummer for lærere, og hvorledes en meget struktureret brug af evalueringer kan risikere at elevmotivationen forskydes fra en mestringsorientering hen mod en præstationsorientering. Afslutningsvis bliver der peget på forskellige måder til at håndtere modsætningerne mellem en formativ og en summativ brug af evalueringer. Dels gennem tiltag, der mindsker karakterpresset i skolen, og dels gennem udvikling af nye eksamensformer, der er i bedre overensstemmelse med en kompetenceorienteret undervisning.Nøgleord: kompetencer, evaluering, naturfag, motivation, karakterer Assessment of science competencesAbstractThe article briefly outlines the past 40-50 years of development in science education up to the current focus on inquiry-based teaching and competence development. It points out how many traditional forms of assessment, especially used for examinations, are unable to capture the desired competences, which makes them difficult to realize in daily teaching.Based on a model of the relationships between formative and summative use of assessment, it is argued for the need for greater alignment between the goals in science subjects, teaching and assessment. The article provides examples from a number of Danish and international research projects on the development and implementation of assessment methods that can capture the new learning objectives and which used formatively can promote their learning. It demonstrates what opportunities and challenges they have for teachers, and how a highly structured use of assessment may risk shifting student motivation from a mastering orientation towards a performance orientation. In conclusion, different ways are identified to deal with the contradiction between a formative and a summative use of assessment. Partly through actions that reduce the level of pressure in school for high marks, and partly through the development of new forms of assessment that are in better accordance with a competence-oriented education.Keywords: competences, assessment, science education, motivation, grading

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Bueie, Agnete. "Summativ vurdering i formativ drakt – elevperspektiv på tilbakemelding fra heldagsprøver i norsk." Acta Didactica Norge 9, no. 1 (March 3, 2015): 4. http://dx.doi.org/10.5617/adno.1300.

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Denne artikkelen handler om hvordan elever på ungdomstrinnet forstår og bruker skriftlige lærerkommentarer på heldagsprøvebesvarelser i norsk. Slike kommentarer gis ofte på sluttprodukter. I vurderingsforskning antas tilbakemelding på sluttprodukter å ha begrenset verdi som læring, og med denne studien ønsker jeg å se om en slik generell antakelse gjelder også i en norskfaglig kontekst. Det empiriske materiale består av elevtekster med lærerkommentarer, verbale protokoller og individuelle elevintervju for 18 elever. Verbale protokoller brukes for å studere elevenes forståelse av lærerkommentarene, og intervju brukes for å få dypere innsikt i hvordan elevene bruker kommentarene. Studien viser at elevene har liten bevissthet rundt vurderingskriterier. Men de leser vurderingene og viser i hovedsak adekvat forståelse av kommentarene de får. Når det gjelder oppfølging av kommentarene, gjør elevene det som blir forventet av dem. Noen av elevene må «rette» tekstene sine, mens andre er ikke forventet å gjøre noe med kommentarene. Dette gjør at elevene i liten grad bruker kommentarene videre i skrivearbeidet. Mens enkelte internasjonale studier rapporterer om at studenter i høyere utdanning ikke leser tilbakemeldingene (Hounsell, 1987) eller ikke forstår dem (Lea & Street, 1998), viser mitt materiale at elevene leser og forstår kommentarene, og de gjør det som forventes av dem i oppfølgingen. Ved å legge til rette for at elevene skal bruke kommentarene mer aktivt kan kommentarene få en sterkere formativ funksjon. 'Abstract This article presents a study conducted in Norwegian lower secondary school (grades 8-10). The aim of the study is to investigate how pupils understand and use the written feedback they get from their teacher on single draft texts. This feedback is often received after the writing task is completed. Some feedback researchers have pointed that feedback given after the task is completed has limited value for learning, and I want to investigate how pupils experience this. The data comprises of student texts with teacher comments, verbal protocols and individual interviews from 18 pupils at four different schools. The verbal protocols are used to study the pupils understanding of the teacher comments, and the interviews are used to gain a deeper insight into how the pupils use the feedback. The result of the study shows that the pupils have little awareness of assessment criteria, but they do read the feedback and they show an adequate understanding of the feedback. After getting feedback, the pupils only do what is explicitly expected of them, and it is not often expected that they use the feedback to revise of the texts. The feedback therefore works well in a summative function, but it has a weaker formative function because the assessment situations rarely require the pupils to make use of the feedback. Keywords: Writing, assessment, formative, summative, feedback, response.

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Østergaard, Lars Domino, and Diana Stentoft. "Artikelskrivning som eksamensform." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (September 1, 2013): 47–59. http://dx.doi.org/10.7146/dut.v8i15.7716.

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I denne artikel vil vi diskutere, hvordan studerendes arbejde med udformning af en videnskabelig artikel som afsæt for summativ evaluering af undervisningsmoduler, kan bidrage såvel til de studerendes oplevelse af motivation som til oplevelse af, at de gives muligheder for at udvikle konkrete akademiske kompetencer. Vi tager udgangspunkt i en række teoretiske overvejelser, der knytter den summative evaluering til begreber som autentiske rammer, kompetenceudvikling og motivation. Disse overvejelser supplerer vi med resultaterne af en konkret undersøgelse af et pilotforsøg gennemført ved 2. semester på kandidatuddannelsen i Idræt på Aalborg Universitet. I relation til to kursusmoduler har de studerende udarbejdet en videnskabelig artikel med afsæt i indsamlet empiri. Undersøgelsen viser, at de studerende i altovervejende grad er positive over for artikelskrivning som udgangspunkt for deres evaluering. Undersøgelsen viser videre, at de studerende oplever en følelse af motivation ved bl.a. at arbejde med selvvalgte problemstillinger. Hvorvidt de studerende faktisk udviklede kompetencer i forløbet, som de ikke kunne udvikle ved andre evalueringsformer, er fortsat ikke afdækket men vil være et naturligt næste genstandsfelt for undersøgelse. In this paper we discuss how setting students a scientific paper to write as part of their course module summative assessment may help motivate students and contribute to their academic competencies. We depart from theoretical considerations that connect summative evaluation to concepts of authentic frameworks, competence development and motivation, and instead argue that writing a scientific paper as part of evaluation may be both motivational to students and provide a framework for developing competencies. We supplement these observations by presenting the results from a study conducted in a 2nd semester master programme in sport science at Aalborg University, Denmark. Based on two course modules and collected empirical data the students wrote a scientific paper. The study revealed that the majority of students found writing scientific papers as part of their evaluation a positive experience. Furthermore, the study showed that students found working with a self-selected problem motivational. Whether the student developed competencies in the process, which they could not develop through other forms of evaluation, remains unclear. This would be a natural focus for further research.

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Kiesler, Natalie. "Medienkompetenzförderung im Lehramtsstudium der Goethe-Universität." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 17, Jahrbuch Medienpädagogik (August 14, 2020): 477–506. http://dx.doi.org/10.21240/mpaed/jb17/2020.05.19.x.

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In einer digital geprägten Welt stehen Lehrkräfte vor zahllosen Herausforderungen bezüglich der Mediennutzung in ihrem Unterricht. Kinder und Jugendliche konsumieren Medien durch soziale Netzwerke, Messenger und vor allem in Form von Videos, Filmen und Serien. An der Goethe-Universität werden die aktuellen bildungspolitischen und gesellschaftlichen Forderungen nach medienkompetenten Lehrkräften u.a. in der ersten Phase der Ausbildung aufgegriffen. Im hier vorgestellten bildungswissenschaftlichen Seminar «Mediendidaktik im Kontext Schule» werden Studierende daher unter Anwendung der Methode «Lernen durch Lehren» zur Produktion eigener Erklärvideos in Kleingruppen angeleitet. Dadurch werden die Studierenden zu Expertinnen und Experten, während sie den Videoerstellungsprozess kennenlernen und Mediennutzungskompetenzen ausbilden. Durch die Verzahnung mit Feedbackschleifen und Reflexionsaufgaben als Teil des studentischen Portfolios wurde der bewusste und reflektierte Umgang mit Medien in der späteren Berufspraxis angestrebt. Die Lehrveranstaltung wurde prozessbegleitend und anhand eines Online-Fragebogens summativ evaluiert. Die Ergebnisse zeigen zwar den anhaltenden Bedarf zur Instruktion während der Medienproduktion, aber vor allem das Interesse an digitalen Medien. Die Studierenden erlebten den Lernprozess als leistungsmotivierend, produktiv und betonten die Relevanz der Themen und Ziele des Seminars für die spätere Berufspraxis. Zukünftige Lehrkräfte können in jeder Ausbildungsphase von Praxiserfahrung im Umgang mit digitalen Medien profitieren und sollten dahingehend weitere Angebote während des Studiums und darüber hinaus erhalten.

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Haryudin, Acep, and Iman Santoso. "THE ANALYIS OF DISCRIMINATING POWER OF ENGLISH SUMMATIVE TEST." P2M STKIP Siliwangi 3, no. 2 (November 30, 2016): 59. http://dx.doi.org/10.22460/p2m.v3i2p59-67.628.

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Tujuan dari penelitian ini adalah untuk menganalisis daya pembeda dari tes sumatif bahasa Inggris kelas dua SMP N 2 Padalarang. Melalui penelitian ini, diharapkan guru maupun para pembuat tes mendapatkan pengetahuan, gagasan dan pemahaman cara membuat test yang baik dan benar terutama pada bagian kualitas daya pembeda tes summatif bahasa Inggris, sehingga guru atau para pembuat tes dapat menyuguhkan soal yang sesuai dengan standar dan membantu siswa- siswa yang mendapatkan nilai rendah. Penelitian ini dikategorikan sebagai penelitian analisis deskriptif karena penelitian ini menggambarkan kondisi objektif daya pembeda tes summative bahasa Inggris pada semester genap siswa kelas dua SMP N 2 Padalarang dengan menganalisis kemampuan butir – butir soal tes summative bahasa Inggris untuk membedakan kemampuan para siswa antara satu sama yang lainnya. Penelitian ini juga termasuk penelitian kuantitatif, karena peneliti menggunakan beberapa data penghitungan yang dianalisa dengan statistik. Hasil temuan penelitian ini menyatakan bahwa tes sumatif bahasa Inggris yang diujikan pada siswa kelas kedua SMP N 2 Padalarang memiliki daya pembeda yang baik, karena 35 item dengan kategori 0.25 sampai 0.75 atau 70% dari item tes telah memenuhi kriteria dengan daya diskriminasi positif.

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Gupta, Vivek. "Summative Approach for Slum Adolescents." International Journal of Preventive, Curative & Community Medicine 4, no. 1&2 (June 18, 2017): 97–100. http://dx.doi.org/10.24321/2454.325x.201705.

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LEVITT, JONATHAN B., and JENNIFER S. LUND. "The spatial extent over which neurons in macaque striate cortex pool visual signals." Visual Neuroscience 19, no. 4 (July 2002): 439–52. http://dx.doi.org/10.1017/s0952523802194065.

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We recorded activity of single units in macaque monkey primary visual cortex (V1) to define the retinotopic extent of the visual inputs that drive or modulate V1 neuron responses in parafoveal and peripheral (calcarine) cortex. We used high-contrast drifting grating stimuli to define the extent of the area over which responses summate and the extent of the receptive-field surround. We found responses of most V1 cells to summate over 1 deg, with a suppressive surround typically twice that in diameter, though for some cells (even in parafoveal V1) surrounds exceeded 13 deg in diameter. Surprisingly, we found no significant laminar differences in these dimensions or in the strength of surround suppression. We found that surround suppression in most cells arises from both the ends and sides of the receptive field. Our measures indicate that the strongest modulatory input arises from regions immediately adjacent to the excitatory summation area. These physiological measures suggest that the high-contrast summation field of V1 neurons can be accounted for by the sum of lateral geniculate nucleus (LGN) inputs offered to the local cortical column, with monosynaptic lateral connections within area V1 adding the larger dimensions of the low-contrast summation field and the near surround. Neither of these inputs suffice to explain the largest surrounds, which most likely derive from feedback from extrastriate visual areas.

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Seta, John J., and Catherine E. Seta. "Sensitivity to the Average and Summative Impact of Multiple Events: When “More is More” and When “More is Less”." Review of General Psychology 24, no. 1 (November 15, 2019): 75–93. http://dx.doi.org/10.1177/1089268019887716.

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How people respond to positive and negative events is a basic question in psychology. Most theoretical accounts assume that the detrimental impact of negative life events is cumulative, resulting in a “more is more” effect. A similar assumption of “more is more” is typically used to predict the influence of multiple positive life events, people’s reactions to evaluative stimuli (e.g., an audience), and their judgments of consumer goods. In this article, we present a model that suggests that these conclusions do not capture the full picture of how people respond to multiple positive or negative events. More specifically, the averaging/summation (A/S) model does not predict that the underpinnings of individuals’ responses to positive or negative events always reflect summative affective impact. Rather, individuals’ responses often reflect the average value of events, as well as their summative value. We review research supporting the model’s predictions and discuss alternative theories and interpretations, such as the conservation of resource model, the peak–end rule, mental accounting, distraction, and assimilation/contrast. In addition, we suggest new avenues for research.

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Mayfield, Dean L., Glen A. Lichtwark, Neil J. Cronin, Janne Avela, and Andrew G. Cresswell. "Doublet potentiation in the triceps surae is limited by series compliance and dynamic fascicle behavior." Journal of Applied Physiology 119, no. 7 (October 1, 2015): 807–16. http://dx.doi.org/10.1152/japplphysiol.00403.2015.

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Activation of skeletal muscle twice in quick succession results in nonlinear force summation (i.e., doublet potentiation). The force contributed by a second activation is typically of augmented amplitude, longer in duration, and generated at a greater rate. The purpose of this study was to examine force summation in a muscle attached to a compliant tendon, where considerable internal shortening occurs during a fixed-end contraction. The triceps surae of 21 ( Experiment 1) and 9 ( Experiment 2) young adults were maximally activated with doublet stimulation of different interstimulus intervals (ISIs) (5-100 ms) at several muscle lengths. Ultrasound images acquired from lateral gastrocnemius and soleus muscles allowed quantification of dynamic fascicle behavior. Force summation was muscle length dependent. Force augmentation was limited to a short muscle length. Lateral gastrocnemius and soleus fascicles underwent large amounts of active shortening and achieved high velocities in response to doublet stimulation, dynamics unfavorable for force production. Summation amplitude and the sensitivity of summation to ISI were dramatically depressed in the triceps surae after comparison to muscles with less fixed-end compliance. We propose that the internal shortening permitted by high series compliance limited force augmentation by offsetting and/or interfering with activation and cross-bridge processes driving augmentation. High series compliance may also reduce the sensitivity of the summated response to ISI, an assertion supported by predictions from a Hill-type muscle model. These muscles may exhibit greater force augmentation during more accustomed stretch-shorten tasks (i.e., hopping), where the compliance of the Achilles tendon actually enables near-isometric fascicle behavior.

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Francez, Itamar. "Summative Existentials." Linguistic Inquiry 49, no. 4 (October 2018): 723–39. http://dx.doi.org/10.1162/ling_a_00292.

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Under certain conditions, existential sentences have readings that are not predicted and cannot be modeled, given common assumptions about the construction. For example, the sentence There could be three outcomes to this election is normally taken to express that three things could be the outcome of the election, not that it is possible that the election will have three outcomes. This article proposes the first analysis of such “summative” readings of existentials, premised on a novel semantics for cardinal determiners as counting the values of an individual concept across indices. The analysis is shown to predict the observed descriptive generalizations about summative existentials, including the highly restricted circumstances that give rise to them. The unorthodox semantics proposed for cardinals is argued to be independently motivated.

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Rowe, Timothy. "Summative Feedback." Journal of Obstetrics and Gynaecology Canada 29, no. 12 (December 2007): 969. http://dx.doi.org/10.1016/s1701-2163(16)32694-9.

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Smith, Martin E., and Dale C. Brandenburg. "Summative Evaluation." Performance Improvement Quarterly 4, no. 2 (October 22, 2008): 35–58. http://dx.doi.org/10.1111/j.1937-8327.1991.tb00502.x.

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Sandercock, Thomas G. "Nonlinear summation of force in cat tibialis anterior: a muscle with intrafascicularly terminating fibers." Journal of Applied Physiology 94, no. 5 (May 1, 2003): 1955–63. http://dx.doi.org/10.1152/japplphysiol.00718.2001.

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The complex connective tissue structure of muscle and tendon suggests that forces from two parts of a muscle may not summate linearly, particularly in muscles with intrafasciculary terminating fibers, such as cat tibialis anterior (TA). In four anesthetized cats, the TA was attached to a servomechanism to control muscle length and record force. The ventral roots were divided into two bundles, each innervating about half the TA, so the two parts could be stimulated alone or together. Nonlinear summation of force ( F nl) was measured during isometric contractions. F nl was small and negative, indicating less than linear summation of the parts, which is consistent with the predicted F nl of muscle fibers connected in series. F nl was more significant when smaller parts of the muscle were tested (21.8 vs. 8% for whole muscle). These data were fit to a model where both parts of the muscle were assumed to stretch a common elasticity. Compensatory movements of the servomechanism showed the common elasticity is very stiff, and the model cannot account for F nl in cat TA.

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Donato, Roberta, and Andrea Nistri. "Differential Short-Term Changes in GABAergic or Glycinergic Synaptic Efficacy on Rat Hypoglossal Motoneurons." Journal of Neurophysiology 86, no. 2 (August 1, 2001): 565–74. http://dx.doi.org/10.1152/jn.2001.86.2.565.

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Using whole cell patch-clamp recording from hypoglossal motoneurons of a neonatal rat brain slice preparation, we investigated short-term changes in synaptic transmission mediated by GABA or glycine. In 1.5 mM extracellular Ca2+[Ca2+]o, pharmacologically isolated GABAergic or glycinergic currents were elicited by electrical stimulation of the reticular formation. At low stimulation frequency, glycinergic currents were larger and faster than GABAergic ones. GABAergic currents were strongly facilitated by pulse trains at 5 or 10 Hz without apparent depression. This phenomenon persisted after pharmacological block of GABABreceptors. Glycinergic currents were comparatively much less enhanced than GABAergic currents. One possible mechanism to account for this difference is that GABAergic currents decayed so slowly that consecutive responses summated over an incrementing baseline. However, while synaptic summation appeared at ≥10-Hz stimulation, at 5 Hz strong facilitation developed with minimal summation of GABA-mediated currents. Glycinergic currents decayed so fast that summation was minimal. As [Ca2+]o is known to shape short-term synaptic changes, we examined if varying [Ca2+]o could differentially affect facilitation of GABA- or glycine-operated synapses. With 5 mM [Ca2+]o, the frequency of spontaneous GABAergic or glycinergic currents appeared much higher but GABAergic current facilitation was blocked (and replaced by depression), whereas glycinergic currents remained slightly facilitated. [Ca2+]omanipulation thus brought about distinct processes responsible for facilitation of GABAergic or glycinergic transmission. Our data therefore demonstrate an unexpectedly robust, short-term increase in the efficiency of GABAergic synapses that can become at least as effective as glycinergic synapses.

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Bijlani, Rahul, Laurie M. Lomasney, Michael Pinzur, and Katherine Dux. "Examining the Potential Use of a Novel Radiographic Scoring System for Determining Surgical Intervention in Diabetic Charcot Arthropathy." Foot & Ankle Specialist 10, no. 3 (November 1, 2016): 198–203. http://dx.doi.org/10.1177/1938640016675407.

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Introduction. Although Eichenholtz and the Schon systems are commonly used to evaluate foot Charcot arthropathy on radiographs, a novel system with expanded characterization may have added benefit. Methods. Patients with Charcot arthropathy and foot radiographs were grouped in nonsurgical group 1 (imaging sets at minimum 2-year interval) and surgical group 2 (imaging preceding fusion and/or amputation). Radiographs were scored with Eichenholtz and Schon systems, and a novel scoring system (summation of 0-3 rank for bone density, distention/swelling, debris, disorganization, and dislocation/subluxation). Summative scores of the 2 groups were compared. Differences in scores of each system from serial images of group 1 were compared and average scores from each of the systems for preoperative imaging sets of group 2 were compared. Results. A total of 111 patients were included (group 1, 19 patients; group 2, 92 patients). The novel system provided a broad numerical characterization of the radiographs (range 1-15). Summative scores of the novel system for groups 1 and 2 were statistically different with lower median score in the nonsurgical group (nonsurgical median score 6 vs surgical median score 9). Individual characteristic scores from 4 (distention, debris, disorganization, and dislocation) of 5 categories for the novel system were statistically different, with lower scores for the nonoperative group. The narrower numerical scores from the Eichenholtz and Schon systems did not yield statistically significant results. Conclusion. The novel scoring system provides a broad numerical description of radiographic findings in Charcot arthropathy of the foot and has potential advantage for surgical predictive value. Levels of Evidence: Level IV: Retrospective

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O’Neill, Lotte, and Anne Mette Morcke. "Summative peer marking?" Perspectives on Medical Education 5, no. 2 (March 8, 2016): 73–74. http://dx.doi.org/10.1007/s40037-016-0257-5.

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Kim, Se-Kang, and Donghoh Kim. "A Tool Extracting Summative Profiles From Person Score Profiles." Methodology 13, no. 2 (April 2017): 71–81. http://dx.doi.org/10.1027/1614-2241/a000125.

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Abstract. In this paper a profile analysis that utilizes principal component analysis (PCA) is introduced. Although PCA is popular for a dimension reduction method, it is not well known that unrotated components algebraically are summative profiles which linearly encapsulate person score profiles in a population. The summative profiles include one level summative and several pattern summative profiles. The level summative profile represents the overall ability or achievement, like general ability in factor analysis. The pattern summative profiles characterize prototypical score patterns for individuals and provide us collective information about individuals’ strengths and weaknesses on their score profiles. In addition, significance of coordinates of summative profiles is tested by constructing their bootstrap empirical confidence intervals. To demonstrate utilities of the current profile analysis, male and female summative profiles of mathematics achievement are compared and the results indicate that male students outperform at an advanced grade.

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Thandapani, E., and K. Ravi. "On the oscillation of Volterra summation equations." Mathematica Bohemica 126, no. 1 (2001): 41–52. http://dx.doi.org/10.21136/mb.2001.133922.

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Misuraca, Malcolm. "Summation." Law and Contemporary Problems 50, no. 1 (1987): 167. http://dx.doi.org/10.2307/1191478.

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Callender, C. O. "Summation." Transplantation Proceedings 29, no. 8 (December 1997): 3779–80. http://dx.doi.org/10.1016/s0041-1345(97)01105-6.

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Garfin, Steven R. "Summation." Spine 19, Supplement (October 1994): 2300S—2305S. http://dx.doi.org/10.1097/00007632-199410151-00007.

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Abrams, Samuel. "Summation." Psychoanalytic Study of the Child 56, no. 1 (January 2001): 105–19. http://dx.doi.org/10.1080/00797308.2001.11800669.

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Griffing, Barry L. "Summation." American Annals of the Deaf 132, no. 5a (1987): 334. http://dx.doi.org/10.1353/aad.2012.1582.

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Frisina, D. Robert. "Summation." American Annals of the Deaf 132, no. 5a (1987): 320. http://dx.doi.org/10.1353/aad.2012.1583.

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Gjerdingen, Dennis. "Summation." American Annals of the Deaf 132, no. 5a (1987): 350. http://dx.doi.org/10.1353/aad.2012.1584.

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Jones, R. N. "Summation." Infection 13, S1 (January 1985): S161—S162. http://dx.doi.org/10.1007/bf01644240.

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Manowitz, Paul. "Summation." Molecular and Chemical Neuropathology 12, no. 2 (March 1990): 143–45. http://dx.doi.org/10.1007/bf03160065.

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Jones, Ronald N., and Harold C. Neu. "Summation." Diagnostic Microbiology and Infectious Disease 12, no. 3 (May 1989): 103–5. http://dx.doi.org/10.1016/0732-8893(89)90076-x.

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Jones, Ronald N. "Summation." Diagnostic Microbiology and Infectious Disease 22, no. 1-2 (May 1995): 243–47. http://dx.doi.org/10.1016/0732-8893(95)90008-x.

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Jones, Ronald N. "Summation." Diagnostic Microbiology and Infectious Disease 15, no. 1 (January 1992): 107–8. http://dx.doi.org/10.1016/0732-8893(92)90064-z.

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Brown, Derek F. J. "Summation." Diagnostic Microbiology and Infectious Disease 15, no. 5 (July 1992): 489–92. http://dx.doi.org/10.1016/0732-8893(92)90096-c.

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Filmer-Sankey, Caroline. "OXPROD: a summative account." Language Learning Journal 7, no. 1 (March 1993): 5–8. http://dx.doi.org/10.1080/09571739385200031.

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Steele Gray, Carolyn, and James Shaw. "From summative to developmental." Journal of Integrated Care 27, no. 3 (June 20, 2019): 241–48. http://dx.doi.org/10.1108/jica-07-2018-0053.

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Purpose Models of integrated care are prime examples of complex interventions, incorporating multiple interacting components that work through varying mechanisms to impact numerous outcomes. The purpose of this paper is to explore summative, process and developmental approaches to evaluating complex interventions to determine how to best test this mess. Design/methodology/approach This viewpoint draws on the evaluation and complex intervention literatures to describe the advantages and disadvantages of different methods. The evaluation of the electronic patient reported outcomes (ePRO) mobile application and portal system is presented as an example of how to evaluate complex interventions with critical lessons learned from this ongoing study. Findings Although favored in the literature, summative and process evaluations rest on two problematic assumptions: it is possible to clearly identify stable mechanisms of action; and intervention fidelity can be maximized in order to control for contextual influences. Complex interventions continually adapt to local contexts, making stability and fidelity unlikely. Developmental evaluation, which is more conceptually aligned with service-design thinking, moves beyond these assumptions, emphasizing supportive adaptation to ensure meaningful adoption. Research limitations/implications Blended approaches that incorporate service-design thinking and rely more heavily on developmental strategies are essential for complex interventions. To maximize the benefit of this approach, three guiding principles are suggested: stress pragmatism over stringency; adopt an implementation lens; and use multi-disciplinary teams to run studies. Originality/value This viewpoint offers novel thinking on the debate around appropriate evaluation methodologies to be applied to complex interventions like models of integrated care.

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

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Kim, Siwoo, and Sangtai Byeon. "The Effect of Summative Peer Review Application on Learner's Satisfaction in Design Education." Journal of Industrial Design Studies 41 (September 30, 2017): 47–54. http://dx.doi.org/10.37254/ids.2017.09.41.05.47.

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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 (July 1, 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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Pinelas, Sandra, Mohan B, and Vignesh. "Higher Order Fibonacci Summation Formula with Extorial Functions." Journal of Computational Mathematica 3, no. 1 (June 30, 2019): 62–74. http://dx.doi.org/10.26524/cm48.

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Morchało, Jarosław. "Volterra summation equations and second order difference equations." Mathematica Bohemica 135, no. 1 (2010): 41–56. http://dx.doi.org/10.21136/mb.2010.140681.

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Mohabuth, Abdool Qaiyum. "The Effectiveness of Summative Assessment in Work-Based Learning Practice." Journal of Education and Vocational Research 6, no. 3 (September 30, 2015): 37–45. http://dx.doi.org/10.22610/jevr.v6i3.199.

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Summative assessment aims at providing measurement of student's understanding. It is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgment of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the Work-based Learning (WBL) practice environment is still being structured. This paper discusses the effectiveness of summative assessment in WBL practice from a mixed-method research study involving both quantitative and qualitative analysis. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in WBL practice. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their WBL practice at the respective placement settings. Some students were also interviewed to capture their views and experiences about the application of summative assessment in WBL practice. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on WBL practice. Findings reveal that most students had positive experiences about their summative assessments in WBL practice. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognized and valued. Mentors also confirmed that summative assessment is a valid and reliable strategy in WBL practice, enabling them to better monitor and coach students to achieve the expected learning outcomes.

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Saito, T., and T. Kujiraoka. "Characteristics of bipolar-bipolar coupling in the carp retina." Journal of General Physiology 91, no. 2 (February 1, 1988): 275–87. http://dx.doi.org/10.1085/jgp.91.2.275.

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ON and OFF bipolar cells were identified in the light-adapted carp retina by means of intracellular recording and Lucifer yellow dye injection. The receptive field centers, determined by measuring the response amplitudes obtained by centered spots of different diameters, were 0.3-1.0 mm for ON bipolar cells and 0.3-0.4 mm for OFF bipolar cells. These central receptive field values were much larger than the dendritic field diameters measured by histological methods. Simultaneous intracellular recordings were made from pairs of neighboring bipolar cells. Current of either polarity injected into one member of a bipolar cell pair elicited a sign-conserving, sustained potential change in the other bipolar cell. The coupling efficiency was nearly identical for both depolarizing and hyperpolarizing currents. The maximum separation of coupled bipolar cells was approximately 130 microns. This electrical coupling was reciprocal and summative, and it was observed in cell types of similar function and morphology. Dye coupling was observed in 4 out of 34 stained cells. These results strongly suggest that there is a spatial summation of signals at the level of bipolar cells, which makes their central receptive fields much larger than their dendritic fields.

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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 (March 17, 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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Puspitasari, Tita. "THE CONTENT VALIDITTY OF THE SUMMATIVETEST OF IN THE SECOND SEMESTER OF THE FIRST YEAR STUDENTS (A Case Study of SMAN 1 Cikarang Barat,- Bekasi)." Pujangga 2, no. 1 (April 2, 2018): 199. http://dx.doi.org/10.47313/pujangga.v2i1.384.

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ABSTRACT This study aims to clarify the matter summative validitasisi created by a professional team for the first semester of the second year in SMAN 1 Cikarang, Bekasi. The number of items as many as 44 items, 40 multiple-choice and essay 6.Forty to about 4 questions for the reading and writing problems. The method in this study using a qualitative description that describes the suitability of matter summative SMAN 1 Cikarang, Bekasi with the syllabus and indicators. With a qualitative approach, researchers collected data by requesting a booklet summative English and in the school syllabus. In addition, the researchers also conducted interviews to a team of teachers who made a summative test questions. Furthermore, the researchers analyzed the items, whether the matter has valisitasisi summative. The results obtained from this study proves that the question summative English second semester of grade nine through percentage and analisisisi have validitasisi bad. In addition, about summative bahasaInggris not in accordance with the existing indicators in the syllabus. Problem grains in a summative test contained only two skills are measured. Two skills that are reading and writing. Based comprehension ideally weight to 25% listening skills, speaking skills 25%, 25% reading skills, and writing skills 25%. Thus, it can be concluded that the results of the study skills of reading reached 90.91% according to the syllabus of the test means can be said to be good. Meanwhile, for the listening skills pesrentasinya only 9, 01%. It shows that the test questions are weak or invalid.Key words: validitasisi, summative tests, syllabi English

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Putri, Baiq Della Triastiwi. "THE VALIDITY ANALYSIS OF ENGLISH SUMMATIVE TEST OF JUNIOR HIGH SCHOOL." Journal of Languages and Language Teaching 5, no. 1 (February 24, 2018): 6. http://dx.doi.org/10.33394/jollt.v5i1.327.

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This research was aimed at analyzing the English summative test validity at SMP Darul Hamidin Padamara. The object of the research was the English summative test given to seventh grade students in the academic year 2016/2017 used descriptive method. The instrument used to analyze the data is documentation such as the English summative test, syllabus, blueprint and students answer sheet. The researcher matched the English summative test and syllabus to find out the content validity, for construct validity the researcher use blueprint and the last is students answer sheet to find out the criterion validity, to support the data the researcher used questionnaire. The finding of this research showed that the English summative test of SMP Darul Hamidin had validity in term of content and construct validity because 96% of test matched with indicators and for criterion validity was not valid because out of 50 items only 10 items were valid.

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Nakhman, A. D., and B. P. Osilenker. "REGULAR SEMI-CONTINUOUS METHODS OF SUMMATION OF FOURIER SERIES." Vestnik Tambovskogo gosudarstvennogo tehnicheskogo universiteta 23, no. 1 (2017): 135–48. http://dx.doi.org/10.17277/vestnik.2017.01.pp.135-148.

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Murray, Stuart. "Summative assessment: a historical perspective." British Journal of General Practice 58, no. 557 (December 1, 2008): 894–95. http://dx.doi.org/10.3399/bjgp08x376357.

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Beretta, Ruth. "Marking criteria for summative coursework." British Journal of Healthcare Assistants 2, no. 8 (August 2008): 412–13. http://dx.doi.org/10.12968/bjha.2008.2.8.30866.

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Carney, T. A. "GP trainees and summative assessment." BMJ 308, no. 6935 (April 16, 1994): 1043–44. http://dx.doi.org/10.1136/bmj.308.6935.1043c.

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Black, Paul, Christine Harrison, Jeremy Hodgen, Bethan Marshall, and Natasha Serret. "Validity in teachers’ summative assessments." Assessment in Education: Principles, Policy & Practice 17, no. 2 (May 2010): 215–32. http://dx.doi.org/10.1080/09695941003696016.

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Bergquist, Sandra. "Subscales, Subscores, or Summative Score." Journal of Wound, Ostomy and Continence Nursing 28, no. 6 (November 2001): 279–89. http://dx.doi.org/10.1097/00152192-200111000-00007.

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Journal articles on the topic 'Summativ'

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