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Good Assessment uses a variety of models, promotes positive group and shared critique.
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SUMMATIVE
• exams, test, measured
Characteristics:
1. It tends to use well defined evaluation designs. [i.e. fixed time and content]
2. It provides descriptive analysis. [i.e. in order to give a grade, all the activities done throughout the year are taken into account]
3. It tends to stress local effects.
4. It is unopressive and not reactive as far as possible.
http://en.wikipedia.org/wiki/Summative_Assessment
FORMATIVE
• tutorials, seminars, unmarked, process of learning
• self-reflective process that intends to promote student attainment
• bidirectional process between teacher and student to enhance, recognise and respond to the learning.
In the training field, formative assessment is described as assessing the formation of the student. Facilitators do this by observing students as they:
* Respond to questions
* Ask questions
* Interact with other students during activities, etc.
http://en.wikipedia.org/wiki/Formative_Assessment
What does good assessment look like?
• variety of modes
• genoursity
• quality
• personal feedback
• feedback that allows progress
• prompt and timely feedback
• group and shared critique
• engaging the student
• safe environment
• encouragement
• clear
• positive
• engaging the meaning
• deep learning
• clear and understood criteria
• duty of care
• learn what quality work
What does Bad Assessment look like?
• no feedback
• late
• little
• irrelevant
• poorly written briefs
• unclear of assessment
• not setting up in the beginning
• no clear expectation on how assessment will be don
• surface assessment
• quanity rather and quality
• policing what to do
• concentration of marks rather than feed back
• unsypathetic tutors
• public humiliation
• imposing tutor's views
• not listening, not asking
• unaware
