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Journal articles on the topic 'Summative Tests'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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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4

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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Azam, Fahad, Khurram Irshad, Abida Shaheen, Hira Moin, Nismat Javed, and Hania Ahmer. "Online versus Conventional Paper Based Formative Assessment: Do They Predict Summative Scores?" Pakistan Journal of Physiology 17, no. 1 (2021): 46–50. http://dx.doi.org/10.69656/pjp.v17i1.1312.

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Background: Different mechanisms and methods to conduct formative assessments may influence the learning environment and the learning outcomes. Present study aims to compare the effect of online formative assessments with conventional paper-based formative assessments on summative scores of medical students. Methods: This prospective-observational study was conducted from Oct to Dec 2018 at Shifa College of Medicine, Islamabad. A total of 93 undergraduate students were included. Students were assigned two online formative assessments before the summative assessment of one module and two paper-

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Khasanah, Uswatun. "Implementation of Think Pair Share (TPS) Learning Model in civic education." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 1129. http://dx.doi.org/10.20961/shes.v3i3.46191.

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<p><em>The purpose of this study was to improve the learning outcomes of students in the PPKn muple in grade II elementary schools with the Think Pair Share (TPS) learning model. The research carried out was to use the Classroom Action Research (CAR) in two cycles, with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting was conducted a knowledge test by reinforcing formative tests and summative tests to determine the development of students. In the first cycle students who completed after carrying out su

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Sanaky, Kenaidia Restinela, Rachma Rachma, Selfiyanti Selfiyanti, Syahrul Syahrul, and Hasanudin Hasanudin. "Students’ Perception on the Use of Online Assessment in English Summative Tests at MAN Kota Sorong." JOLIES : Journal of Linguistic and English Studies 1, no. 1 (2024): 15–21. https://doi.org/10.33506/jole.v1i1.3137.

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After passing through the covid-19 pandemic since the end of 2019, the student learning process initially carried out face-to-face must be changed to remote or online. All learning activities must be re-planned according to the context of online learning using technology and internet connections. The implementation of summative assessment in an online learning environment basically is not significantly different from the summative assessment which is carried out face-to-face. One of the most visible differences is the use of media or technology that is supported by internet access. Therefore,

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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 th

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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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Khasanah, Uswa. "Increasing Indonesian Language Learning Results Models of Cooperative Learning Talking Stick Type." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 1118. http://dx.doi.org/10.20961/shes.v3i3.46171.

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<p><em>The purpose of this study was to improve the learning outcomes of students in the Indonesian language muple in grade II elementary schools with a cooperative talking stick learning model. The research carried out was to use two cycles of Classroom Action Research (CAR), with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting was conducted a knowledge test using formative tests and summative tests to determine the development of students. In the first cycle, the students who completed after carryin

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Fennell, Francis (Skip). "Then: Assessment—So Much More Than Tests, Testing, and Accountability." Mathematics Teacher: Learning and Teaching PK-12 113, no. 8 (2020): 673–75. http://dx.doi.org/10.5951/mtlt.2020.0040.

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This synopsis of selected assessment issues presents historical and current considerations and concerns regarding summative and formative assessment and their influence and impact for teachers of PK-12 mathematics.

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M. Darul Ilmi and M. Yahya Ashari. "Metode, Model dan Pendekatan Evaluasi dalam Pendidikan Islam." Jurnal Budi Pekerti Agama Islam 2, no. 1 (2024): 27–40. http://dx.doi.org/10.61132/jbpai.v2i1.52.

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This article aims to analyze the Methods, Models, and Approaches to Evaluation in Islamic education. The research employs a literature review method, gathering data from relevant books, journals, and scholarly articles. Content analysis is used to classify the data, and evaluation is conducted to summarize and explain the findings. In the field of Islamic education evaluation, the evaluation models used encompass several approaches outlined by experts. These models include the Goal Oriented Evaluation Model, Goal Free Evaluation Model, Formative Summative Evaluation Model, and Countenance Eval

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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 achieve

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Ahmad Fahtul rizal and Samiyah. "Evaluasi Pedidikan di Madrasah Ibtidaiyah Nurul Muttaqin Kuala Mandor B Kubu Raya." Jurnal Pendidikan Dasar Islam 1, no. 4 (2023): 160–68. http://dx.doi.org/10.58540/jurpendis.v1i4.569.

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The purpose of this study is to describe the evaluation of learning carried out at Madrasah Ibtidaiyah Nurul Muttaqin Kuala Mandor B. The method used is descriptive qualitative. Data collection techniques are carried out by observation (observation), interviews, and documentation. Data analysis was carried out through three stages, namely data reduction, data presentation, and drawing conclusions. The results and discussion show that the evaluation conducted at Madrasah Ibtidaiyah Nurul Muattaqin Kuala Mandor included formative evaluation and summative evaluation. The formative evaluation carr

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Puspitasari, Esti. "AN ANALYSIS OF CONTENT VALIDITY ON SUMMATIVE TEST FOR THE 12th GRADE STUDENTS." JEPAL (Journal of English Pedagogy and Applied Linguistics) 2, no. 2 (2022): 120–31. http://dx.doi.org/10.32627/jepal.v2i2.420.

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Content validity is one important thing in evaluating test items. However, based on preliminary observation, the fact, some teachers did not consider the aspect of validity in the summative test, especially content validity. Hence, this study aims to analyze content validity on summative tests in the twelfth grade at public senior high school. The data were collected through document analysis and interviews. The result revealed that the summative test was administrated in the twelfth grade at senior high school has reached poor content validity. This finding hopefully helps the teacher to know

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Yulianti, Yuli. "Implementation of Computer-Based Summative Assessment." Jurnal Penelitian Pendidikan IPA 9, no. 11 (2023): 10439–45. http://dx.doi.org/10.29303/jppipa.v9i11.5494.

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In this current condition, SMK Negeri 1 Tanjungpandan has utilized a paper-based test as the main method of carrying out academic exams and evaluations. Nevertheless, through the rapid development of information and communication technology, various schools and educational institutions have started to switch the evaluation process using computer-based tests as a much more efficient and effective alternative. This also applies to SMKN 1 Tanjungpandan, that expect to implement a computer-based test as the substitute for paper-based tests. This study aims to describe the implementation of compute

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Murtadho, Abdul Muhid. "THE RELIABILITY OF THE ENGLISH SUMMATIVE TEST FOR THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOL." Journal of English Language and Literature (JELL) 2, no. 02 (2018): 49–68. http://dx.doi.org/10.37110/jell.v2i02.26.

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This research was held to check out the reliability of the English Summative test for the second grade students of the Senior High School. This Research was held at SMA 3 Tambun Selatan – Bekasi. The writer took 43 students as sample for research. The research instrument is The English Summative test of second semester for second grade students. The English Summative test is tested twice. The methodolgy used by the writer is Test – Retest and after that the writer count the correlation of those tests using formula of Pearson Product Moment. From The research writer found that the English Summa

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G. Vidya. "A Study to Evaluate the Effectiveness of Open Book Tests Over Close Book Tests and Perception of Medical Students in Physiology." International Journal of Physiology 7, no. 2 (2019): 30–34. http://dx.doi.org/10.37506/ijop.v7i2.189.

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                       Introduction At present, the Medical knowledge is expanding and changing rapidly and there is increasing need to concentrate on education based on competencies. Closed book exam is an established approach to assessment in medical education which is widely accepted method of superficial learning. Adding open book test to the formative assessment can assist in handling this growth of knowledge. Objectives To evaluate th

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Tiana, Ella Aprilia, and Nirwanto Maruf. "Aligning Assessment and Curriculum: A Study of Summative Tests in Educational Settings." JET ADI BUANA 9, no. 01 (2024): 29–36. http://dx.doi.org/10.36456/jet.v9.n01.2024.8884.

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The study aims to explore the alignment between English summative tests and prescribed learning objectives within curriculum documents, highlighting areas of both conformity and inconformity. Employing meticulous analysis, the research identifies instances where test content aligns with specified learning objectives, while also pinpointing discrepancies or deviations. Through qualitative analysis, the study examines the degree of alignment between test content and prescribed objectives. The findings underscore numerous instances of alignment, particularly among test items correlating directly

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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. http://dx.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 treat the data g

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Fatima, Nazish, and Ambreen Usmani. "Expectation and Satisfaction Level of Students with Impact of Formative Assessment on the Scores of Summative Assessments in the Subject of Dental Materials -A Study from Private Dental College Karachi Pakistan." Journal of the Pakistan Dental Association 31, no. 04 (2023): 165–69. http://dx.doi.org/10.25301/jpda.314.165.

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OBJECTIVE: To evaluate the improvement in the scores of summative assessment after formative assessment practices as well as expectation and satisfaction level of students with formative assessment in subject of the science of Dental Materials. METHODOLOGY: It was a longitudinal study with pre-post design that was conducted on second-year BDS students over a year. Students were selected by non-probability, convenience sampling technique from a private dental college. Summative assessments conducted at the end of semester III were considered pre-intervention tests. Semester IV was planned with

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Winarti, Muncar, and Amalia Nurhasanah. "THE WASHBACK OF ENGLISH SUMMATIVE TEST; HIGH SCHOOL TEACHER'S AND STUDENTS' PERCEPTIONS." JR-ELT (Journal of Research in English Language Teaching) 5, no. 2 (2021): 91–102. http://dx.doi.org/10.30631/jr-elt.v5i2.21.

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This study aims at investigating the implementation of the English summative test for the twelfth- grade students at SMAN 4 Tebo from the students‟ and English teacher‟s perception. This paper attempts to display several impacts of English summative test to the students. This was a descriptive qualitative study where the researchers conducted an in-depth interview and distributed questionnaires to gather the data. Participants in this study were an English teacher and several twelfth-grade students. There were positive and negative washback from the analysis of teacher's perceptions and studen

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Aditya Fachrie Zanardi Abdurrahman, Lutfian Bayu Saputra, Ahmad Najmi, and Taufiq Achmad Hady. "Implementasi Evaluasi Sumatif pada Pembelajaran PAI di SMA Negeri 1 Mojolaban." Jurnal Manajemen dan Pendidikan Agama Islam 3, no. 2 (2025): 100–108. https://doi.org/10.61132/jmpai.v3i2.977.

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This research aims to analyze the implementation of summative evaluation in Islamic Religious Education (PAI) learning at SMA Negeri 1 Mojolaban. Summative evaluation is carried out through written and oral tests to assess student achievement in cognitive, affective and psychomotor aspects, especially in Al-Qur'an and Hadith subjects. The research uses a qualitative descriptive method with a case study approach, collecting data through interviews, observation and document analysis. The research results show that summative evaluation is effective in assessing student achievement while identifyi

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Nurfadhilah, Nada, Ahmad Alkindi Siregar, Vira Muthia Rabi'ah, and Burhan Nudin. "MODEL EVALUASI PEMBELAJARAN PADA MASA NEW NORMAL: STUDI KASUS DI SDN 04 KALISARI KABUPATEN GROBOGAN." el-Tarbawi 14, no. 2 (2021): 155–80. http://dx.doi.org/10.20885/tarbawi.vol14.iss2.art3.

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Since Covid-19, schools implement the online learning system which gives extra tasks and responsibilities to all teachers. In online learning, the implementation of formative and summative evaluations has several problems, one of which is the limitations of media and learning evaluation tools. The purpose of this study is to explain and analyze (1) the implementation of summative and formative tests before the pandemic (2) the implementation of summative and formative tests during the new normal (3) The obstacles and supporting factors of the evaluation process at SDN 04 Kalisari. The research

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Kibble, Jonathan D. "Best practices in summative assessment." Advances in Physiology Education 41, no. 1 (2017): 110–19. http://dx.doi.org/10.1152/advan.00116.2016.

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The goal of this review is to highlight key elements underpinning excellent high-stakes summative assessment. This guide is primarily aimed at faculty members with the responsibility of assigning student grades and is intended to be a practical tool to help throughout the process of planning, developing, and deploying tests as well as monitoring their effectiveness. After a brief overview of the criteria for high-quality assessment, the guide runs through best practices for aligning assessment with learning outcomes and compares common testing modalities. Next, the guide discusses the kind of

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Bîrnaz, Nina, and Catalina Osoianu. "Summative Assessment in Technical Vocational Education Using Blooml's Taxonomy." Journal of Educational Theory and Practice DIDACTICA PRO... 24, no. 4 (146) (2024): 18–21. https://doi.org/10.5281/zenodo.13618866.

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Triwibowo, Ragil, Lalu Sumardi, and Ahmad Fauzan. "Implementasi Pembelajaran PPKn Berbasis Kurikulum Merdeka di SMAN 4 Mataram." ISLAMIKA 6, no. 2 (2024): 647–80. http://dx.doi.org/10.36088/islamika.v6i2.4620.

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The purpose of this study is to ascertain how PPKn learning is implemented at SMAN 4 Mataram based on the autonomous curriculum. This study employs a qualitative methodology in the form of a case study. The informants in this research are the The principal, deputy principal for curriculum, PPKn teacher and class X students. A combination of documentation, interviewing, and observational methods were used to gather data. Data reduction, data presentation, and conclusion-making are the three phases of the Miles and Huberman approach, which was used to conduct the data analysis. The findings of t

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Ashadi, Rido Imam, and Nazriani Lubis. "A Survey on the Levels of Questioning of ELT: A Case Study in an Indonesian Tertiary Education." Advances in Language and Literary Studies 8, no. 3 (2017): 26. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.26.

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This present study focused on examining the levels of questions in Indonesia tertiary education. A survey research was conducted in one of the private universities in North Sumatra. The English summative assessment in an undergraduate education was used as target of survey. There were a collection of questions that had been administered by four English lecturers from Faculty of English Education in Universitas Muslim Nusantara (UMN) Al-Washliyah Medan, Indonesia. The sample of research included the sixty five questions of summative tests. The qualitative content analysis which is based on Gall

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Suek, Leni Amelia. "ITEM ANALYSIS OF AN ENGLISH SUMMATIVE TEST." PEJLaC: Pattimura Excellence Journal of Language and Culture 1, no. 1 (2021): 9–18. http://dx.doi.org/10.30598/pejlac.v1.i1.pp9-18.

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While almost half of the teachersâ€™ activities are assessing their students, they are not well-prepared with assessment literacy training. Hence, they are unable to produce good tests to measure studentsâ€™ level of knowledge and skills. This study is aimed at analyzing item difficulty and item discrimination of a test made by an English teacher at a junior high school in Kupang. It was descriptive qualitative research and the instruments of the research were test items, answer keys, and studentsâ€™ answer sheets. For the difficulty index, it was revealed that more than half of the test items

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Syathroh, Isry Laila, Bachrudin Musthafa, and Pupung Purnawarman. "Indonesian Teachers’ Beliefs and Experiences of Computer-Based English Summative Tests." International Journal of English Literature and Social Sciences 3, no. 6 (2018): 1198–201. http://dx.doi.org/10.22161/ijels.3.6.36.

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Wood, Rachel, Emma Dixon, Salma Elsayed-Ali, Ekta Shokeen, Amanda Lazar, and Jonathan Lazar. "Investigating Best Practices for Remote Summative Usability Testing with People with Mild to Moderate Dementia." ACM Transactions on Accessible Computing 14, no. 3 (2021): 1–26. http://dx.doi.org/10.1145/3460942.

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People with dementia may miss out on the benefits of using technology, because they often find it difficult to use. Usability testing is one method to identify barriers and areas for improvement in technology. Unfortunately, usability testing is often not conducted with people with dementia, independent of their caregivers. Difficulty recruiting local participants with dementia who regularly use technology further compounds the problem. Remote methods have been proposed as one approach to recruiting hard-to-reach populations. Currently, it is unclear how to effectively conduct remote summative

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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 (2018): 199. http://dx.doi.org/10.47313/pujangga.v2i1.384.

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<p>ABSTRACT <br />This study aims to clarify the matter summative validitasisi created by a professional team for the first<br />semester of the second year in SMAN 1 Cikarang, Bekasi. The number of items as many as 44 items, 40<br />multiple-choice and essay 6.Forty to about 4 questions for the reading and writing problems. The method in<br />this study using a qualitative description that describes the suitability of matter summative SMAN 1 Cikarang,<br />Bekasi with the syllabus and indicators. With a qualitative approach, researchers collected data by re

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Ekowijayanto, Mochlis. "Partner Reading Strategy to Improve Students' Reading Comprehension." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (2022): 22–30. http://dx.doi.org/10.33650/ijoeel.v4i1.4002.

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The researchers decided to implement the Partner Reading Strategy in this research because it is an effective strategy for improving the students' reading comprehension. The students worked together to read, analyze, and discuss the text assigned in this cooperative learning strategy. This research aimed to help the students of the VIII C class of MTs Mambaul Hikam improve their reading comprehension using the Partner Reading Strategy and identify their engagement in learning activities. This research used a Classroom Action Research method as a research design. Partner Reading Strategy is an

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Nosratinia, Mania, and Farahnaz Abdi. "The Comparative Effect of Portfolio and Summative Assessments on EFL Learners' Writing Ability, Anxiety, and Autonomy." Journal of Language Teaching and Research 8, no. 4 (2017): 823. http://dx.doi.org/10.17507/jltr.0804.24.

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The present study was an attempt to systematically compare the effect of portfolio and summative assessment on writing ability, anxiety, and autonomy of English as a Foreign Language (EFL) learners. The participants were 70 male and female intermediate level EFL learners, between 19 and 35 (Mage = 27), who were non-randomly selected from among 90 EFL learners through employing a piloted sample of the Preliminary English Test (PET). They were randomly assigned into two experimental groups of 35, named portfolio assessment writing and summative assessment writing. Prior to the treatment phase, t

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Firani Putri and Supratman Zakir. "Mengukur Keberhasilan Evaluasi Pembelajaran: Telaah Evaluasi Formatif Dan Sumatif Dalam Kurikulum Merdeka." Dewantara : Jurnal Pendidikan Sosial Humaniora 2, no. 4 (2023): 172–80. http://dx.doi.org/10.30640/dewantara.v2i4.1783.

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Assessment is a series of activities to obtain, analyze and interpret data about student learning processes and outcomes which are carried out systematically and continuously, so that it becomes meaningful information in decision making. In the independent curriculum there are types of assessments as learning evaluations, namely: Formative Assessment and Summative Assessment. The purpose of this discussion is for educators to think about and plan appropriate formative and summative assessments for students. Then, educators should use formative and summative assessment techniques in accordance

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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

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Gaspersz, Magy, Suranto AW, and Netty Gaspersz. "MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA." Jurnal Magister Pendidikan Matematika (JUMADIKA) 5, no. 1 (2023): 1–7. http://dx.doi.org/10.30598/jumadikavol5iss1year2023page1-7.

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Evaluation is a means to improve the quality of education through the results of information that is used as feedback and improvements to educational programs, one of which is the formative-summative evaluation model. This study aims to determine the effect of the formative-summative evaluation model on mathematics learning outcomes through differentiation learning in high school students. This type of research is evaluation research with a quantitative approach. Data were obtained through documentation techniques by taking samples based on certain considerations (purposive sampling), namely c

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Stonaha, Paul, and Stephanie T. Douglas. "Efficacy of a hybrid take home and in class summative assessment for the postsecondary physics classroom." Physics Education 59, no. 6 (2024): 065026. http://dx.doi.org/10.1088/1361-6552/ad7fc0.

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Abstract Assigning course grades to students requires obtaining accurate measures of the students’ understanding and knowledge of the topic. The induced stress from a traditional summative assessment is known to negatively impact student grades, confounding the connection between knowledge and test grades. Documented approaches to reduce stress during examinations can lead to a distracting testing environment (two-stage tests) or are subject to cheating (take-home tests). We have developed a hybrid take-home/in-class exam that avoids such difficulties. We present herein the responses from stud

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Sintawati, Fairus, and Ratih Ayu Wulandari. "Analysis of Summative Test at First Grade of SDIT Raudhatul Jannah Cilegon." JEDLISH : Journal of Education and English Language Teaching 3, no. 1 (2023): 15–20. https://doi.org/10.61664/jedlish.v3i1.108.

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This study aims to find out how the quality of the validity and reliability of the summative test questions in English class 1 at SDIT Raudhatul Jannah. The type of research used in this research is quantitative research because the data generated is in the form of numbers. The population used in this study were 30 students at SDIT Raudhatul Jannah. The sample used was 10 summative test questions. The data collection technique used was a documentation technique by photocopying the student grade data at SDIT Raudhatul Jannah. The data analysis technique used in this study was to use the SPPS ve

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MUHANGUZI, Jonnan, TUKUR, Muhammad, AJA, Lucy, et al. "Qualitative Study on Formative and Summative Assessment Strategies for Effective Learning Outcome among Pharmacy Students: A Systematic Review." Federal University Gusau Faculty of Education Journal 5, no. 2 (2025): 24–28. https://doi.org/10.64348/zije.20255.

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Evaluating pharmacy students effectively ensures they acquire the necessary knowledge, skills, and competencies for professional practice. This study explores the formative and summative assessments as key strategies in pharmacy student evaluation. Formative assessments provide ongoing feedback and support skill development, employing methods such as quizzes, in-class activities, and peer assessments to enhance student engagement and learning outcomes. Summative assessments, including standardized tests and final exams, offer a comprehensive measure of student competence and readiness for prof

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Tatheer Aziz. "Language Learning Outcomes: A Critical Analysis of Assessment Methods and Their Effects on Student Achievement." Journal of Information Systems Engineering and Management 10, no. 33s (2025): 580–95. https://doi.org/10.52783/jisem.v10i33s.5567.

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The landscape of English Language Learning (ELL) assessment is evolving, necessitating innovative methods to thoroughly assess students' linguistic proficiency. Traditional assessment methods often fail to capture the dynamic and diverse characteristics of language acquisition. Summative evaluations, while providing an overview of proficiency, may lack precision in identifying areas for improvement. This paper provides a comprehensive technique that combines summative and performance-based evaluations to address the limitations of conventional assessment methodologies. The objective is to enha

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Eni Astuti, Ni Putu, I. Gede Margunayasa, Ni Ketut Suarni, I. Putu Hendra Wirawan, and Putu Sulastra. "Permasalahan Asesmen Pada Kurikulum Merdeka." Cetta: Jurnal Ilmu Pendidikan 7, no. 1 (2024): 22–32. http://dx.doi.org/10.37329/cetta.v7i1.2954.

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This research aims to determine assessment problems in the independent curriculum. This research is qualitative research. The research subjects were teachers at SDN 1 Melinggih Kelod, Gianyar Regency, Bali, which was implementing the independent curriculum. Data collection techniques in this research are (1) observation, (2) interviews, and (3) expert discussions. The data analysis technique in this research uses an interactive model, namely (1) data reduction, (2) data presentation, (3) drawing conclusions. The research results show that there are two problems in assessment in the independent

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Buck, Ellen, Paulo Vieira Braga, and Carmen Maria Ortiz Granero. "Effective Assessment in a Block Pedagogy." Journal of Block and Intensive Learning and Teaching 1, no. 1 (2023): 6–16. http://dx.doi.org/10.15209/jbilt.1280.

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Block mode of delivery, also known as intensive mode, has increasingly been adopted by courses in higher education institutions (HEIs) in recent years. This surge has been attributed to the efforts of HEIs to adapt to the changing student population, which involves a diverse student population, as well as the evolving education landscape, recently impacted by the COVID-19 pandemic. The distinctive nature of a block delivery model, and the impact of demographic, contextual and disciplinary factors on assessment performance makes an evaluation of student achievement in a block pedagogy a critica

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Magdalena, Ina, Emaliah Samhatul Ulyah, Devi Fitriya, and Pujianti Pujianti. "Evaluasi Pembelajaran Membaca Permulaan Siswa Kelas Rendah di Sekolah Dasar." YASIN 3, no. 4 (2023): 747–52. http://dx.doi.org/10.58578/yasin.v3i4.1330.

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This study aims to evaluate leraning to read Indonesian beginning in class II at Pondok Kacang Timur 03 Elementary School. This research uses a descriptive evaluation method with a qualitative approach. The data collected includes interviews with teachers and students, observation of evaluation activities. The results showed that the evaluation of early reading learning in the school used an outcome evaluation which consisted of formative and summative evaluations. Formative evaluation is carried out through oral tests, while summative evaluation is carried out through objective tests. Process

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