Summative assessment, summative evaluation, or assessment of learning is the assessment of participants in an educational program. Summative assessments are designed to both assess the effectiveness of the program and the learning of the participants. This contrasts with formative assessment, which summarizes the participants' development at a particular time in order to inform instructors of student learning progress.
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Summative assessments may be distributed throughout a course or often after a particular unit (or collection of topics) . Summative assessment usually involves students receiving a grade that indicates their level of performance. Grading systems can include a percentage, pass/fail, or some other form of scale grade. Summative assessments are weighted more than formative assessments.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam, a final project, a paper, a senior recital, or another format.
Summative assessment is used as an evaluation technique in instructional design. It can provide information on the efficacy of an educational unit of study. Summative evaluation judges the worth, or value, of an educational unit of study at its conclusion. Summative assessments also serve the purpose of evaluating student learning. In schools, these assessments can be in a variety of formats: traditional written tests, essays, presentations, discussions, or reports using other formats. There are several factors for designers of summative assessments to take into account. A summative assessment must have validity. That is, it must evaluate the standards or learning objectives that were taught over the course of the unit. Second, a summative assessment must be reliable: the results of the assessment should be consistent.
This page is automatically generated and may contain information that is not correct, complete, up-to-date, or relevant to your search query. The same applies to every other page on this website. Please make sure to verify the information with EPFL's official sources.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work.
Electronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activities ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing such as the Frankfurt Adaptive Concentration Test, and computerized classification testing.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests.
The combination of practical and reflective activities in this course provide participants with evidence-informed teaching skills for supervising and evaluating students working on projects.
The goal of this course is to learn to analyze a scientific paper critically, asking whether the data presented support the conclusions that are drawn. The analysis is presented in the form of a summa
Problem solving is a core engineering skill. This course explores relevant heuristics, epistemologies, metacognitive skills and evidence-informed teaching strategies for developing problem solving ski
Linear electromagnetic motors (LEMs) have been proposed, developed and used to propel high-speed (i.e. speed > 100 m/s) levitating vehicles. However, few real implementations have demonstrated the feasibility of these machines at such speeds. Furthermore, ...
2024
The hands, our silent performers in daily life, face overwhelming challenges when neurological impairments disrupt the simple tasks that compose our daily symphony. This thesis unveils a comprehensive framework for the objective monitoring of upper-limb re ...
EPFL2024
, , , ,
IntroductionThe current assessment and standardization of microsurgical skills are subjective, posing challenges in reliable skill evaluation. We aim to address these limitations by developing a quantitative and objective framework for accurately assessing ...