Although both Evaluation and Assessment are important components of educational institutions, I believe formative assessments are much more beneficial to the learner and the instructor than summative evaluations. Summative evaluations are ultimately necessary for parent, school, and government accountability, and to determine readiness to progress to the next stage or level. However, it is a final judgement decision that promotes a culture of avoiding failure, which negatively impacts a learner’s use of feedback and continued growth (Harrison, Konings, Schuwirth, Wass & van der Vleuten, 2015).
The results of summative evaluations are used for reporting purposes, and make inferences about the student’s performance. However, the strong emphasis on the products of learning deter from the overall learning process, and there are little to no opportunities for students to improve or enhance their learning based on feedback. Conversely, formative assessment is a dynamic process which aims to promote learning and growth by providing both teacher and learner with ongoing information about the student’s learning (Tierney, 2013). With this information, the teacher is best able to support the students, and the students are best able to utilize feedback to improve. Formative assessment helps adjust both the teaching and learning processes, acting as a bridge between the two (Williams, 2010).
“Assessment always has more to do with helping students grow than with cataloging their mistakes.” -Carol Ann Tomlinson
I believe that an effective assessment process begins with transparency of learning objectives, and student input on criteria. If the teacher has created the assessment criteria, the students should be asked to review the criteria and make suggestions for revision. Alternatively, the co-construction of criteria based on the examination of exemplars contributes to active student engagement with the assessment process. Student participation and input at this stage of the assessment process is crucial in framing the student’s thinking throughout their learning, ensuring a clear understanding of the intended learning outcomes (Chappuis, 2012), providing a sense of ownership over their learning (Manitoba Education, 2006), and promoting transparency of assessment (Tierney, 2013).
I also believe that providing multiple and varied modes and opportunities to demonstrate learning enhances the validity and reliability of assessment. Students should be able to select ways of demonstrating their learning that will put more emphasis on the learning outcomes than the assessment task itself (Manitoba Education, 2006), and assessment tasks should apply the learning objectives within authentic contexts to enrich the overall learning experience (McTighe, 2010). Choice in the form, representation and demonstration of student learning will improve opportunities for differentiation and make for more equitable assessment among learners (Tierney, 2013). I think it is important for students to be encouraged to try demonstrating their learning in ways that both accentuate their strengths, and provide opportunities for improvement of their weaknesses.
Self- and peer- assessment tools that focus on feedback comments in lieu of numerical grades provide opportunities to use the assessment process itself as a means to learn, and to give students an occasion to reflect on feedback and revise their work (Andrade, 2008). It is argued that training students to provide objective and productive peer feedback comments will help them view their own work with a critical eye, promoting successful self-assessments and revisions (National Foundation for Educational Research, 2007). Feedback comments that identify strengths in student work and provide guidance for improvement ultimately help support learning and growth (Chappuis, 2012). Additionally, when students are given the opportunity to critique examples of effective and ineffective feedback, supported with instruction on the benefits of feedback, the self- and peer- assessment process can contribute to an environment that embraces the unique learning journeys of each student (National Foundation for Educational Research, 2007). I believe in providing ample opportunities for students to practice assessing their own work and the work of others to help students become better at ensuring their own work meets the assessment criteria, and supporting a learning centered classroom environment.
One of the most important aspects of assessment is the active reflection of feedback, and the opportunity to act on that feedback to improve learning. Allowing the students to review the feedback, plan their next steps towards improving their learning, and act upon the feedback provides opportunities for critical analysis of their work and an active involvement in their improvement (National Foundation for Educational Research, 2007). Similarly, ongoing formative assessment allows teachers to reflect upon the results of the assessment and use the information to modify and adapt instruction.
Overall, the assessment process should be viewed in conjunction with learning and teaching, the three components influencing each other on an ongoing basis. All three processes should involve student-teacher dialogue and student input, creating transparency, student autonomy, and equity among diverse learners. When students understand their learning and assessment, I believe they will be more likely to be motivated to succeed.
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