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Relevant bibliographies by topics / Summative Tests

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Academic literature on the topic 'Summative Tests'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Summative Tests"

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Rapke, Tina. "Involving Students in Developing Math Tests." Mathematics Teacher 110, no. 8 (2017): 612–16. http://dx.doi.org/10.5951/mathteacher.110.8.0612.

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Semiun, Thresia Trivict, Maria Wihelmina Wisrance, and Merlin Helentina Napitupulu. "English Summative Test: The Quality of Its Items." English Education:Journal of English Teaching and Research 7, no. 2 (2022): 119–27. http://dx.doi.org/10.29407/jetar.v7i2.18347.

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It is crucial to implement evaluation after the teaching and learning process. Evaluation will reflect the success of teaching and more important the achievement of the students. Therefore, EFL teachers should develop a good test to measure students' achievement. This study analyzed multiple-choice items of English summative tests constructed by junior high school EFL teachers in Kupang, NTT. The result of this analysis functions as feedback to the English teachers on the quality of English summative tests they had created. This research was descriptive research with documentation for data col

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Anggrayni, M., Riyadi Saputra, and Yulita Yulita. "PENGEMBANGAN TES FORMATIF DAN SUMATIF PADA MATA PELAJARAN IPAS KELAS IV SEKOLAH DASAR." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 13, no. 3 (2023): 291. http://dx.doi.org/10.24114/sejpgsd.v13i3.47126.

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This research has the following objectives: (1) to develop formative and summative tests in grade IV elementary school science subjects; (2) improve evaluation activities in grade IV elementary school science subjects that have not been maximized, especially in formative and summative tests; (3) validate the feasibility of formative and summative test products; (4) validate the practicality of formative and summative test products. The type of research used Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques

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Bocancea, Viorel. "ASPECTS OF DEVELOPING THE SPECIFICATION MATRIX FOR SUMMATIVE EVALUATION TESTS." Acta et commentationes: Științe ale Educației 27, no. 1 (2022): 72–79. http://dx.doi.org/10.36120/2587-3636.v27i1.72-79.

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Focusing the national curriculum on competences (2010 and 2019 editions) brought to the fore the issue of assessment of the competences training level. The development of the specification matrix for summative assessment tests has been a topic of discussion in the last decade. The article discusses different approaches to the structure of the specification matrix and its role in the development of summative assessment tests

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Firdaus, Firdaus, and Winarto Winarto. "STUDENT SELF-TESTS AND INTERACTIVE QUIZZES FOR IMPROVING PSYCHIATRY SUMMATIVE ASSESSMENT ACHIEVEMENT." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 3 (2021): 227. http://dx.doi.org/10.22146/jpki.61409.

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Background: Formative assessment is an important assessment in medical education. Formative assessment strengthens the learning process, consolidates learning materials, strengthens learning behavior and improves student performance in learning. Formative assessment must have a place in the student assessment regulatory system to increase educational outcomes. Formative assessment needs to be continuously developed, especially assessment as learning to encourage student participation in monitoring the process and progress of their learning. This study aims to determine whether the application

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Phan, Duy Duc, and Yen Thi Hai Nguyen. "Utilizing summative test for improving the quality of teaching and learning - a direction of applying formative assessment in high school." Vietnam Journal of Education 3, no. 2 (2019): 52–56. http://dx.doi.org/10.52296/vje.2019.43.

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Formative assessment plays a crucial role in improving the quality of teaching and learning process. However, this activity has superficially concerned in Vietnam whilst summative assessment (specifically the summative tests) has experienced a long dominant period for assessing student’s academic achievement. This paper highlights the outstanding issues of formative assessment practice in real context teaching. In addition, we present some implementation measures to use summative tests for improving teaching and learning quality in high school. Proposed examples in this article are illustrated

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Achadiyah, Rachmawati, and Muhammad Ulul Azmi. "Hots Manifestation in English Summative Assessment." English Education:Journal of English Teaching and Research 8, no. 2 (2023): 220–31. http://dx.doi.org/10.29407/jetar.v8i2.20915.

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Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narr

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Wiklund, Michael E., Maya G. Jackson, and Jon I. Tilliss. "Conducting Effective Summative Usability Tests of Medical Devices." Biomedical Instrumentation & Technology 44, s1 (2010): 40–48. http://dx.doi.org/10.2345/0899-8205-44.s1.40.

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Wininger, Steven R. "Using Your Tests to Teach: Formative Summative Assessment." Teaching of Psychology 32, no. 3 (2005): 164–66. http://dx.doi.org/10.1207/s15328023top3203_7.

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Two studies supported the efficacy of a structured method for providing students with feedback on exams and means of using the teaching potential of exams, collectively referred to as formative summative assessment (FSA). In the first study, students responded positively to the method. In the second study, students enrolled in 2 sections of educational psychology taught by the same instructor received either the FSA method or their exams to look over in class. Students retook the exam 1 week later. The FSA method resulted in an improvement of comprehension of 10%, significantly more than the c

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Cristobal, Jay-ar. "Test Construction Principles Violated in Selected Summative Tests in English." American Journal of Arts and Human Science 1, no. 2 (2022): 33–39. https://doi.org/10.54536/ajahs.v1i2.317.

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Teachers give many forms of assessment to measure their students’ performance and achievement. Paper and pencil test might be considered as an old and traditional form of assessment, but it is still effective until now. However, it has been observed that many test papers contain erroneous test papers. Thus, this descriptive study aimed to determine the test construction principles violated in sixteen summative tests in English gathered from high school teachers in a public secondary school in San Nicolas, Ilocos Norte, Philippines.  Frequency counts and percentages were used to trea

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Dissertations / Theses on the topic "Summative Tests"

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Leung, Ka-wing Winnie. "Formative use of summative tests a primary school case study /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004015X.

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Leung, Ka-wing Winnie, and 梁家穎. "Formative use of summative tests: a primary school case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B4004015X.

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Couling, Joanne. "Scaffolding for Success| When High School Science Teachers Scaffold Their Summative Classroom Assessments| Opportunities, Observations, and Outcomes." Thesis, University of California, Santa Cruz, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826901.

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<p> The adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students’ ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serv

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Aras, Helen. "Hur barn i årkurs 3 uppfattar syftet med Nationella provet." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16871.

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This is a study of the national test in 3rd grade. The national test is obligatory and is conducted in 5th and 9th grade, but since the spring of 2009 the tests also become mandatory in 3rd grade. The case study of this research is to find out how children in 3rd grade perceive the purpose of the national test. The survey should also clarify how students think and feel about the national test, and how they feel before the national test and after they have finished writing the test. Has the test positive or negative influence on children? The survey will also show how much teachers clarify what

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Pillay, Paliga. "The utilisation of formative and summative electronic assessments in historically disadvantaged institutions (HDI) in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5571_1183428889.

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<p>In this thesis, I explore the benefit of electronic formative assessment on learner achievement. Studies had revealed the connection between throughput and assessment. There is great discrepancy between the throughput rate of Historically Disadvantaged Institutions (HDI) and Historically Advantaged Institutions (HAI), according to the National Plan for Higher Education. Previously, assessment was used primarily for summative and certification purposes. Now, with the introduction of Outcomes Based Education (OBE), a number of alternative forms of assessment can be used. In this study I estab

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Mncwango, Jabu Busisiwe. "An exploration of the discrepancy between classroom-based assessment and external summative assessment in English first additional language Grade 12." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96945.

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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback

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Ciguene, Richardson. "Génération automatique de sujets d'évaluation individuels en contexte universitaire." Electronic Thesis or Diss., Amiens, 2019. http://www.theses.fr/2019AMIE0046.

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Ce travail de thèse s'intéresse à l'évaluation des apprentissages et notamment à la génération automatique de sujets d'évaluations dans les universités. Nous nous appuyons sur une base de questions sources pour créer les questions des sujets grâce à des algorithmes qui sont en mesure de construire des tests d'évaluation différenciés. Ces recherches ont permis d'élaborer une métrique qui mesure cette différenciation et de proposer des algorithmes visant à maximiser la différenciation totale sur des collections de tests, tout en minimisant le nombre de patterns nécessaires. Les performances en m

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Stare, Joakim, and Lammin Jallow. "Komplexiteten i lärares bedömningsarbete : Skiftliga provkonstruktioner i samhällskunskap och bakomliggande faktorer som påverkar dem." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31620.

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The aim of this study is to examine the complexity of teachers’ assessment practice. It is divided into a two part-studies. The first part aims to determine what type of knowledge is tested in teachers’ written tests, and how they relate to the curriculum. To answer this we analyzed two tests from four different teachers. The second part aims to find out how different factors influence the teacher’s in his or hers test construction. To answer this we interviewed the four teachers who provided the test. Together, the two parts helps us to understand how tests work, as well as why they are const

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North, Tamala. "A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?" University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995.

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Persson, Jessica. "Teachers' attitudes towards summative testing in England and Sweden : A comparative study." Thesis, Umeå University, Department of language studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-21017.

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<p><p>The aim of this study is to investigate and compare teachers’ attitudes to the current testing regimes for the 14-19 age cohorts in England and Sweden. A literature review reveals the historical and political contexts to the prevalent testing regimes in the two countries. One important finding is that the central tests in Sweden have clearly defined objectives whereas the tests’ objectives in England are, at best, insufficiently communicated but at worst not clearly thought through. The study also comprises a questionnaire with the purpose of collecting comparable material of teachers’ a

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Books on the topic "Summative Tests"

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Marshall, Bethan. Testing English: Formative and summative approaches to English assessment. Continuum International Pub. Group, 2010.

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Staff, Houghton Mifflin Company. Houghton Mifflin Reading Spanish: Summative Tests Level 4. Houghton Mifflin Harcourt Publishing Company, 2002.

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Staff, Houghton Mifflin Company. Houghton Mifflin Reading Spanish: Summative Tests Level 2. Houghton Mifflin Harcourt Publishing Company, 2002.

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Staff, Houghton Mifflin Company. Houghton Mifflin Reading Spanish: Summative Tests Level 1. Houghton Mifflin Harcourt Publishing Company, 2002.

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Language!: Assessment Summative Tests and Progress Indicators, Book A. 2004.

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Reading summative tests level 6: Houghton mifflin reading california. Holt Mcdougal, 2001.

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Reading summative tests level 4: Houghton mifflin reading california. Holt Mcdougal, 2001.

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Advancing methodologies to support both summative and formative assessments. Information Age Publishing, Inc., 2014.

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Staff, Houghton Mifflin Company. Houghton Mifflin Reading California: Summative Tests Blackline Masters with Teacher Manual Grade1. Houghton Mifflin Harcourt Publishing Company, 2005.

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Staff, Houghton Mifflin Company. Houghton Mifflin Reading California: Summative Tests Blackline Masters with Teacher Manual Grade 4. Houghton Mifflin Harcourt Publishing Company, 2005.

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Book chapters on the topic "Summative Tests"

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Connelly, Luke B. "Assertion-Reason Assessment in Formative and Summative Tests: Results from Two Graduate Case Studies." In Educational Innovation in Economics and Business. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1386-3_21.

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Morgan, Michael M., MacDonald J. Christie, Luis De Lecea, et al. "Summation Test." In Encyclopedia of Psychopharmacology. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_1436.

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Koepf, Wolfram. "Algorithmic Summation." In Springer Undergraduate Texts in Mathematics and Technology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78017-3_11.

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Paule, P., and I. Nemes. "A canonical form guide to symbolic summation." In Texts and Monographs in Symbolic Computation. Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6531-7_6.

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Kvasova, Olga. "TEFL Test Practices at a Ukrainian University: Summative Test Design Through Teacher Collaboration." In Challenges in Language Testing Around the World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_17.

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Paule, Peter, and Carsten Schneider. "Towards a Symbolic Summation Theory for Unspecified Sequences." In Texts & Monographs in Symbolic Computation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04480-0_15.

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Schneider, Carsten. "Term Algebras, Canonical Representations and Difference Ring Theory for Symbolic Summation." In Texts & Monographs in Symbolic Computation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80219-6_17.

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Conejo Ricardo, Barros Beatriz, Guzman Eduardo, and Galvez Jaime. "An experiment to measure learning in a collaborative assessment environment." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2009. https://doi.org/10.3233/978-1-60750-028-5-620.

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The SIETTE collaborative environment allows students to take tests together in small groups. Individuals can communicate and hold discussions to solve test questions. This paper describes the summative evaluation of the SIETTE collaborative environment and the relationship between the collaboration and the actual improvement which occurs in the student knowledge level. We conclude that under certain conditions improvement occurs and can be measured.

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Holsgrove, Gareth. "The purpose of assessing medical students." In Teaching Medicine in the Community. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780192626530.003.0027.

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Abstract Students may be assessed for three different reasons, to measure their potential, their progress, or their attainment. As already mentioned, formative assessment is used to inform students and their teachers about areas of strength and weakness as they progress through the course, while summative assessment counts towards their final mark or grade. Traditionally, assessment throughout the educational system has placed strong, sometimes overpowering, influence on summative assessment of attainment, with comparatively little attention to monitoring progress and virtually none at all to

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Cucchiarelli, Alessandro, Maurizo Panti, and Salvatore Valenti. "Web-Based Assessment in Student Learning." In Web-Based Learning and Teaching Technologies. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch011.

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Assessment is considered the central part of the educational process. At least five categories exist in which it is possible to classify the evaluation procedures which are singled-out by the common name of assessment: placement, formative, diagnostic and summative assessment (Airasian,1975; Gronlund,1985) and self-assessment. Placement assessment is concerned with the identification of students’ entry level for class enrollment and selection. Therefore, placement assessment is aimed at determining both prerequisite skills and mastery of course contents/objectives. Formative assessment is used

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Conference papers on the topic "Summative Tests"

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Holdsworth, S. R. "Creep-Fatigue in Steam Turbine Materials." In AM-EPRI 2010, edited by D. Gandy, J. Shingledecker, and R. Viswanathan. ASM International, 2010. http://dx.doi.org/10.31399/asm.cp.am-epri-2010p0487.

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Abstract The creep-fatigue properties of steam turbine materials such as the 1%CrMoV steel traditionally adopted for steam inlet temperatures up to ~565°C, the newer advanced 9-11%Cr steels for applications up to ~600°C, and the nickel based Alloy 617 for potential use to &gt;700°C are reviewed, in particular with reference to their cyclic/hold test crack initiation endurances. The results of cyclic/hold creep-fatigue tests are commonly employed to establish the damage summation diagrams used to form the basis of a number of creep-fatigue assessment procedures, and it is demonstrated that

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Yaguchi, Masatsugu, Tomoaki Hamaguchi, Masao Yuga, Kyohei Nomura, and Nobuyoshi Komai. "Estimation of Creep Strength of ASME Grade 91 Type Steel in Actual Service Conditions." In AM-EPRI 2024. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.am-epri-2024p1228.

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Abstract The creep strength of the base metals and welded joints of ASME Grade 91 type steel under actual service conditions was investigated using long-term used materials in this study. Creep tests were conducted on the materials used for hot reheat or main steam piping at power plants. The remaining creep life of each material under actual service conditions was evaluated using the Larson-Miller parameter for the test result. Then, the creep life of each material under the service condition was estimated as a summation of the service time at the plants and the remaining creep life. The esti

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Schmidt, Sven, and Tim Jusko. "Abstraction of a Flight Test Maneuver to Evaluate Handling Qualities for Helicopter Air-to-Air Refueling." In Vertical Flight Society 81st Annual Forum and Technology Display. The Vertical Flight Society, 2025. https://doi.org/10.4050/f-0081-2025-319.

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Several efforts have been made to develop Flight Test Maneuvers for Handling Qualities evaluations, aimed at quantifying the effects of vehicle characteristics and assistance systems on a Helicopter Air-to-Air Refueling mission profile. However, these Flight Test Maneuvers have not achieved widespread adoption, likely due to the substantial logistical challenges associated with tanker deployment. Depending on a tanker aircraft not only incurs significant costs but also requires extensive organizational effort and prior testing, before Handling Qualities can be evaluated for the aerial refuelin

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Wolfe, Christopher. "Relating Interim Assessments to Summative Tests: An Evaluation of Interim-Summative Alignment in Missouri." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2102738.

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Syathroh, Isry Laila, Bachrudin Musthafa, and Pupung Purnawarman. "Advantages and Constraints in the Implementation of Computer-based Summative English Tests (CBEST) in Indonesian Vocational High Schools." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.77.

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Santos, Luiz Gustavo Albuquerque dos, Fabíola G. C. Ribeiro, and Kenia S. de Oliveira. "BOCADE: Improving the User Experience (UX) of Competitive Programming Contestants with a Visual Studio Code Extension." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2024. http://dx.doi.org/10.5753/sbie.2024.241858.

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The BOCA programming contest management system provides a web interface for contestants. Moreover, contestants use standard code editors to develop their code. However, these editors are not optimized for the specific context of use of competitive programming. Therefore, in this paper, we present BOCADE, an extension for Visual Studio Code with the following functionalities: built-in BOCA interface and PDF viewer, automated test cases extraction and execution panel, and a mechanism for quick workspace organization. To evaluate the extension, two usability tests were conducted — a formative and

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Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.

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The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer

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Cortinovis, Renato, Pablo Frank Bolton, and Ricardo Caceffo. "An Open List of Computer Programming Student’s Common Problems and its Leverage in Teaching Practice." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/educomp.2023.228328.

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Educators are frequently baffled by the problems faced and misconceptions held by their novice programming students. Yet, understanding these problems clearly is fundamental for an educator, both to properly evaluate their students as well as to engage them with suitable pedagogical strategies. This paper describes the development of a comprehensive - although not final - open list of problems commonly experienced by novices, focused on procedural and object oriented programming, and language agnostic and as much conceptual/strategic oriented as possible. It shows how the list can be used to i

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Novojen, Olga. "The specificity of the entrepreneurial competence model for technical vocational education in the Republic of Moldova." In Conferinta stiintifica internationala "Strategii si politici de management in economia contemporana", editia VII. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/icspm2022.46.

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A society that encourages young people to embrace entrepreneurship as an alternative opportunity for their professional future is the responsibility of each country. Today's young people will become tomorrow's entrepreneurs if they are presented with this opportunity as a viable form in a training program aimed at identifying and developing entrepreneurial skills. We are currently facing a situation in which vocational secondary education (VET) is threatened by a changing labor market, in which it automates and digitises “excludes” the intermediate level skills traditionally offered by VET. Th

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Gamage, Sujata, and Anis Saleh. "A Lesson Plan Toolkit for Post Pandemic Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1769.

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Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pande

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Reports on the topic "Summative Tests"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden

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