B.Ed. Notes

Friday 15 april 2016, formative and summative evaluation.

  • Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.
  • Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer ) or the learner, providing feedback on a student's work , and would not necessarily be used for grading purposes.
  • needs assessment determines who needs the program, how great the need is, and what might work to meet the need
  • evaluability assessment determines whether an evaluation is feasible and how stakeholders can help shape its usefulness
  • structured conceptualization helps stakeholders define the program or technology, the target population, and the possible outcomes
  • implementation evaluation monitors the fidelity of the program or technology delivery
  • process evaluation investigates the process of delivering the program or technology, including alternative delivery procedures
  • It tends to use well defined evaluation designs. [i.e. fixed time and content]
  • It provides descriptive analysis. [i.e. in order to give a grade, all the activities done throughout the year are taken into account]
  • It tends to stress local effects.
  • It is unoppressive and not reactive as far as possible.
  • It is positive, tending to stress what students can do rather than what they cannot.
  • outcome evaluations investigate whether the program or technology caused demonstrable effects on specifically defined target outcomes
  • impact evaluation is broader and assesses the overall or net effects -- intended or unintended -- of the program or technology as a whole
  • cost-effectiveness and cost-benefit analysis address questions of efficiency by standardizing outcomes in terms of their dollar costs and values
  • secondary analysis reexamines existing data to address new questions or use methods not previously employed
  • meta-analysis integrates the outcome estimates from multiple studies to arrive at an overall or summary judgement on an evaluation question

No comments:

Post a comment.

NEW! Guidance on handling classroom disruptions

Resources to help instructors handle disruptions to instructional activities in the classroom.

Summative Assessment and Feedback

Main navigation.

Summative assessments are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is aimed at helping students understand how well they have done in meeting the overall learning goals of the course.

Effective summative assessments

Effective summative assessments provide students a structured way to demonstrate that they have met a range of key learning objectives and to receive useful feedback on their overall learning. They should align with the course learning goals and build upon prior formative assessments. These assessments will address how well the student is able to synthesize and connect the elements of learning from the entirety of the course into a holistic understanding and provide an opportunity to provide rich summative feedback.

The value of summative feedback

Summative feedback is essential for students to understand how far they have come in meeting the learning goals of the course, what they need further work on, and what they should study next. This can affect later choices that students make, particularly in contemplating and pursuing their major fields of study. Summative feedback can also influence how students regard themselves and their academic disciplines after graduation.

Use rubrics to provide consistency and transparency

A rubric is a grading guide for evaluating how well students have met a learning outcome. A rubric consists of performance criteria, a rating scale, and indicators for the different rating levels. They are typically in a chart or table format. 

Instructors often use rubrics for both formative and summative feedback to ensure consistency of assessment across different students. Rubrics also can make grading faster and help to create consistency between multiple graders and across assignments.

Students might be given access to the rubric before working on an assignment. No criteria or metric within a summative assessment should come as a surprise to the students. Transparency with students on exactly what is being assessed can help them more effectively demonstrate how much they have learned.  

Types of  summative assessments

Different summative assessments are better suited to measuring different kinds of learning. 

Examinations

Examinations are useful for evaluating student learning in terms of remembering information, and understanding and applying concepts and ideas. However, exams may be less suited to evaluating how well students are able to analyze, evaluate, or create things related to what they've learned.

Presentation

A presentation tasks the student with teaching others what they have learned typically by speaking, presenting visual materials, and interacting with their audience. This can be useful for assessing a student's ability to critically analyze and evaluate a topic or content.

With projects, students will create something, such as a plan, document, artifact, or object, usually over a sustained period of time, that demonstrates skills or understanding of the topic of learning. They are useful for evaluating learning objectives that require high levels of critical thinking, creativity, and coordination. Projects are good opportunities to provide summative feedback because they often build on prior formative assessments and feedback. 

With a portfolio, students create and curate a collection of documents, objects, and artifacts that collectively demonstrate their learning over a wide range of learning goals. Portfolios usually include the student's reflections and metacognitive analysis of their own learning. Portfolios are typically completed over a sustained period of time and are usually done by individual students as opposed to groups. 

Portfolios are particularly useful for evaluating how students' learning, attitudes, beliefs, and creativity grow over the span of the course. The reflective component of portfolios can be a rich form of self-feedback for students. Generally, portfolios tend to be more holistic and are often now done using ePortfolios .

  • NAEYC Login
  • Member Profile
  • Hello Community
  • Accreditation Portal
  • Online Learning
  • Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Quick and Easy Notes: Practical Strategies for Busy Teachers

Teacher and preschool boy smiling in a classroom

You are here

Accreditation standard 4: assessment of child progress.

Teachers’ knowledge of each child helps them to plan appropriately challenging environments and activities that are tailored to the children’s strengths and needs. Assessing children regularly is essential to build that individualized knowledge—and to identify children who may benefit from more specialized supports. This article offers practical tips for you to engage in systematic, observation-based assessment by keeping anecdotal records on each child.

With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.

High-stakes summative assessments are used to gauge children’s learning against a standard or benchmark. Summative assessments are often given at the end of the year and are sometimes used to make important educational decisions about children.

In contrast, formative assessments are ongoing and tend to be based on teachers’ intentional observations of children during specific learning experiences. Many teachers find formative assessments most useful when planning learning experiences, activities, and environments. Your notes about what children are able to do while they engage in real-life tasks such as block building, retelling a story, or climbing on a playground structure provide a wealth of information. Getting started with the quick, easy strategies in this article will help you develop a system for taking useful notes. These notes will ground your teaching decisions and enrich children’s portfolios with examples of their everyday learning.

From notes to records to planning

Anecdotal records are brief notes teachers take as they observe children. The notes document a range of behaviors in areas such as literacy, mathematics, social studies, science, the arts, social and emotional development, and physical development. When recording observations, it’s important to include a concrete description and enough details to inform future teaching strategies. For example, a statement such as “The student was on task” provides no information about the task or the behavior, but a statement like “The student built a tower from colored cubes, creating an AB pattern after looking at a card that showed a similar alternating pattern” provides concrete evidence.

To avoid vague notes, list the associated learning center or subject area and include a specific description of what the child is doing. Of course, time is always a concern in preschool classrooms, and children move quickly from one task to the next! Abbreviations can help capture detailed observations in an efficient way.

For example, instead of stating, “Leah uses inventive spelling,” an anecdotal note could include an abbreviation for the center Leah is playing in and evidence of her inventive spelling: “Leah—DP [dramatic play center]—Wrote grocery list: BACN, aGS, sreL.” (If time is short, Leah’s teacher could also take a photo of Leah’s writing and embed it along with the anecdotal record in Leah’s portfolio.) The evidence in Leah’s note gives insight into the consonants and vowels she is learning and the letter forms she can produce. It also aids the teacher in better understanding Leah’s progress on the continuum toward standard spelling, helping her be more informed about how to support Leah instructionally.

When taking anecdotal records, it’s important to consider word choice. Statements that begin with words like can’t or doesn’t promote a deficit view and do not support future instructional planning. For example, the statement “Logan doesn’t identify all his letters” is very different from “Logan identifies the uppercase letters A, B, G, N, L, T, Z.” Writing what children can do ensures that instructional decisions are grounded in children’s strengths.

Being a Neutral Observer

It’s easy to draw conclusions about a child, especially when you have a history with the family, such as previously teaching a sibling. But no two children are exactly alike, even if they share the same family, community, or culture. Familiarity with children and families may make it easier for you to develop the home–school connection, but it shouldn’t affect how you view or treat a child. Similarly, familiarity with a child’s community or culture may give you helpful context, but it should not lead to making assumptions—positive or negative. Anecdotal records are intended to be neutral observations of a child’s behaviors and interactions, so it’s important to guard against assumptions and biases.

It’s helpful to periodically review your notes to look for examples of bias. To do this, reflect on ways the notes have been written to see if they’re objective. Then look for patterns in the notes to see if subjective comments are linked to any one child or to a group of children. Identifying these patterns can help reveal unconscious assumptions and can assist in writing more objective notes in the future. You can also ask a trusted colleague to review your notes for the same purposes.

Organizing and managing your anecdotal records

Daily anecdotal notes can be quick to write and easy to file and organize. They should also serve as the basis for reflective practice.

Be selective about the behaviors you observe. Having a specific focus can help you pay attention to the most important details during observations, making your anecdotal records more useful for planning or for individualizing future instruction. In addition, it removes the unreasonable expectation of documenting everything for every child every day.

One suggestion for getting started is to divide the class into small groups of about five students. Assign each group a day of the week, and then concentrate on observing just those five students on their assigned day. These daily focus groups are a good way to organize and manage record keeping—and they prevent children from slipping through the cracks. Here are a couple examples of anecdotal record-keeping systems that use daily focus groups.

Post-it notebook

A Post-it notebook uses a form for each child that has six boxes. Teachers often choose to label the boxes Reading, Writing, Math, Science/Social Studies, Social/Emotional, and Other, but the form can be tailored to highlight any content areas or learning domains that you choose! As you make observations, record them on a sticky note and place it on a clipboard. At the end of the day, transfer the notes to the child’s form in the appropriate category. Keep the forms in a three-ring binder with dividers separating each daily focus group, or organize the forms alphabetically.

A binder with worksheets featuring written notes on post-it notes

Index cards

The index card system uses individual index cards color-coded by daily focus group (for example, Monday’s group is assigned green index cards, Tuesday’s group is yellow). Use a binder clip to keep each group’s index cards together, then use the cards throughout the day as you capture and record observations on group members’ individual cards. At the end of the day, file the cards in a box, and then pull the cards for the next day.

You may choose to record literacy behaviors (or any other content area you’re emphasizing) on one side of the card and math behaviors (or another content area) on the other side. Additional cards can be used to capture behaviors in other areas, or a card can be subdivided. Once a child’s card is full, issue a new one. You can also easily take the cards outdoors when observing and recording children’s social interactions on the playground.

Colored index cards held together with binder clips

Reflecting and using anecdotal notes

A manageable system (like those described earlier) makes it easy to collect the information you need to reflect about what the children are learning. Reflection and anecdotal notes should be tightly linked and should serve as the foundation for instructional planning, helping you think more deeply about children’s growth and learning. Also, reflecting on these records allows you to generate questions and hypotheses that fuel additional observations and anecdotal records.

Adopting a child-centered approach to assessment helps you view students from a strengths-based perspective and match teaching to individuals’ needs. As a result, children receive more tailored instruction as you become better informed about each child’s progress. Reflecting on anecdotal notes can also help you with grouping decisions. Small groups in the classroom should be flexible, and using observational data can assist you in re-forming groups to mirror children’s changing needs.

You may find it useful to write out your reflections and add them to a child’s collection of anecdotal records; as months go by, being able to review both anecdotal notes and timely reflections can be very informative. The information collected from the anecdotal records can also be transferred to more formal assessments, like developmental checklists.

When a challenging situation arises, such as a child not making progress as expected, you can share your notes and reflections with colleagues to generate new ideas about lessons and activities to try. And if a comprehensive or diagnostic assessment seems called for, you have a rich set of records to share with families and specialists.

Anecdotal notes are also a great source of information when meeting with a family. During a family conference, you can use ancecdotal notes to provide the family with concrete examples of their child’s learning and development and give them insight into their child’s school day. The information can also assist in communicating to families the variety of ways they can support their child at home. Additionally, being able to share detailed descriptions of a child’s cognitive and social behaviors during a conference and in other communications can help families better understand their child’s learning trajectory.

Developing a manageable system for taking and using anecdotal notes in the preschool classroom is the foundation for reflective practice and intentional instruction. A well-organized system frees you to focus on the children instead of on the “how to” aspects of record keeping. Notes with clear language, abbreviations, and evidence provide concrete documentation of children’s emerging behaviors, knowledge, and skills, and they also ground your ongoing reflective practices. This type of intentional, supportive assessment contributes to children’s learning and development.

Selected Accreditation Assessment Items Related to Anecdotal Records

4A.1 Show that your written child assessment plan describes how children are assessed (e.g., by whom; in groups or individually; timeline; familiarity with adults involved).

4B.2 If child portfolios are used as an assessment method, show or describe how the results are used to create activities or lesson plans.

4D.1 Show two examples of how information from an observational assessment you conducted was used to create an individualized activity.

4D.7 Show two examples of observational assessments you conducted, in which you noted a child’s strengths, interests, and needs.

Read more about anecdotal records in the longer version of this article, “ Anecdotal Records: Practical Strategies for Taking Meaningful Notes ,” in the July 2019 issue of  Young Children .

Photographs: top of article  © Getty Images; images within article, courtesy of the author. 

Celeste C. Bates , PhD, is an associate professor of literacy education and the director of the Clemson University Reading Recovery and Early Literacy Center, in Clemson, South Carolina.  [email protected] .

Stephanie Madison Schenck , MA, NBCT, is a graduate research assistant and doctoral candidate in the Literacy, Language, and Culture program at Clemson University. A former Spanish teacher, Stephanie studies issues of cultural and linguistic diversity.  [email protected] .

Hayley J. Hoover , MEd, is a graduate research assistant and a doctoral student in the Literacy, Language, and Culture program at Clemson University. Hayley has taught in elementary classrooms in special education and in general education settings.  [email protected] .

Vol. 13, No. 1

Print this article

Your browser is unsupported

We recommend using the latest version of IE11, Edge, Chrome, Firefox or Safari.

Center for the Advancement of Teaching Excellence

Summative assessments.

Nicole Messier, CATE Instructional Designer February 7th, 2022

WHAT? Heading link Copy link

Summative assessments are used to measure learning when instruction is over and thus may occur at the end of a learning unit, module, or the entire course.

Summative assessments are usually graded, are weighted more heavily than other course assignments or comprise a substantial percentage of a students’ overall grade (and are often considered “high stakes” assessments relative to other, “lower stakes” assessments in a course), and are required assessments for the completion of a course.

Summative assessments can be viewed through two broad assessment strategies: assessments of learning and assessments as learning.

  • Assessment of learning (AoL) provides data to confirm course outcomes and students the opportunity to demonstrate proficiency in the learning objectives.
  • Assessment as learning (AaL) provides student ownership of learning by utilizing evidence-based learning strategies, promoting self-regulation, and providing reflective learning.

A summative assessment can be designed to provide both assessment of learning (AoL) and assessment as learning (AaL). The goal of designing for AaL and AoL is to create a summative assessment as a learning experience while ensuring that the data collected is valid and reliable.

Summative Assessment includes test taking

Want to learn more about these assessment strategies? Please visit the  Resources Section – CATE website to review resources, teaching guides, and more.

Summative Assessments Heading link Copy link

Summative assessments (aol).

  • Written assignments – such as papers or authentic assessments like projects or portfolios of creative work
  • Mid-term exam
  • Performances

Although exams are typically used to measure student knowledge and skills at the end of a learning unit, module, or an entire course, they can also be incorporated into learning opportunities for students.

Example 1 - Exam Heading link Copy link

Example 1 - exam.

An instructor decides to analyze their current multiple-choice and short-answer final exam for alignment to the learning objectives. The instructor discovers that the questions cover the content in the learning objectives; however, some questions are not at the same cognitive levels as the learning objectives . The instructor determines that they need to create some scenario questions where students are asked to analyze a situation and apply knowledge to be aligned with a particular learning objective.

The instructor also realizes that this new type of question format will be challenging for students if the exam is the only opportunity provided to students. The instructor decides to create a study guide for students on scenarios (not used in the exam) for students to practice and self-assess their learning. The instructor plans to make future changes to the quizzes and non-graded formative questions to include higher-level cognitive questions to ensure that learning objectives are being assessed as well as to support student success in the summative assessment.

This example demonstrates assessment of learning with an emphasis on improving the validity of the results, as well as assessment as learning by providing students with opportunities to self-assess and reflect on their learning.

Written assignments in any form (authentic, project, or problem-based) can also be designed to collect data and measure student learning, as well as provide opportunities for self-regulation and reflective learning. Instructors should consider using a type of grading rubric (analytic, holistic, or single point) for written assignments to ensure that the data collected is valid and reliable.

Summative Assessments (AaL) Heading link Copy link

Summative assessments (aal).

  • Authentic assessments – an assessment that involves a real-world task or application of knowledge instead of a traditional paper; could involve a situation or scenario specific to a future career.
  • Project-based learning – an assessment that involves student choice in designing and addressing a problem, need, or question.
  • Problem-based learning – similar to project-based learning but focused on solutions to problems.
  • Self-critique or peer assessment

Example 2 - Authentic Assessment Heading link Copy link

Example 2 - authentic assessment.

An instructor has traditionally used a research paper as the final summative assessment in their course. After attending a conference session on authentic assessments, the instructor decides to change this summative assessment to an authentic assessment that allows for student choice and increased interaction, feedback, and ownership.

First, the instructor introduced the summative project during the first week of class. The summative project instructions asked students to select a problem that could be addressed by one of the themes from the course. Students were provided with a list of authentic products that they could choose from, or they could request permission to submit a different product. Students were also provided with a rubric aligned to the learning objectives.

Next, the instructor created small groups (three to four students) with discussion forums for students to begin brainstorming problems, themes, and ideas for their summative project. These groups were also required to use the rubric to provide feedback to their peers at two separate time points in the course. Students were required to submit their final product, references, self-assessment using the rubric, and a reflection on the peer interaction and review.

This example demonstrates an authentic assessment as well as an assessment of learning (AoL) and assessment as learning (AaL). The validity and reliability of this summative assessment are ensured using a rubric that is focused on the learning objectives of the course and consistently utilized for the grading and feedback of the summative project. Data collected from the use of grading criteria in a rubric can be used to improve the summative project as well as the instruction and materials in the course. This summative project allows for reflective learning and provides opportunities for students to develop self-regulation skills as well as apply knowledge gained in an authentic and meaningful product.

Another way to create a summative assessment as a learning opportunity is to break it down into smaller manageable parts. These smaller parts will guide students’ understanding of expectations, provide them with opportunities to receive and apply feedback, as well as support their executive functioning and self-regulation skills.

WHY? Heading link Copy link

We know that summative assessments are vital to the curriculum planning cycle to measure student outcomes and implement continuous improvements. But how do we ensure our summative assessments are effective and equitable? Well, the answer is in the research.

Validity, Reliability, and Manageability

Critical components for the effectiveness of summative assessments are the validity, reliability, and manageability of the assessment (Khaled, 2020).

  • Validity of the assessment refers to the alignment to course learning objectives. In other words, are the assessments in your course measuring the learning objectives?
  • Reliability of the assessment refers to the consistency or accuracy of the assessment used. Are the assessment practices consistent from student to student and semester to semester?
  • Manageability of the assessment refers to the workload for both faculty and students. For faculty, is the type of summative assessment causing a delay in timely grading and feedback to the learner? For students, is the summative assessment attainable and are the expectations realistic?

As you begin to design a summative assessment, determine how you will ensure the assessment is valid, reliable, and manageable.

Feedback & Summative Assessments

Attributes of academic feedback that improve the impact of the summative assessment on student learning (Daka, 2021; Harrison 2017) include:

  • Provide feedback without or before grades.
  • Once the grade is given, then explain the grading criteria and score (e.g., using a rubric to explain grading criteria and scoring).
  •  Identify specific qualities in students’ work.
  • Describe actionable steps on what and how to improve.
  • Motivate and encourage students by providing opportunities to submit revisions or earn partial credit for submitting revised responses to incorrect answers on exams.
  • Allow students to monitor, evaluate, and regulate their learning.

Additional recommendations for feedback include that feedback should be timely, frequent, constructive (what and how), and should help infuse a sense of professional identity for students (why). The alignment of learning objectives, learning activities, and summative assessments is critical to student success and will ensure that assessments are valid. And lastly, the tasks in assessments should match the cognitive levels of the course learning objectives to challenge the highest performing students while elevating lower-achieving students (Daka, 2021).

HOW? Heading link Copy link

How do you start designing summative assessments?

Summative assessments can help measure student achievement of course learning objectives as well as provide the instructor with data to make pedagogical decisions on future teaching and instruction. Summative assessments can also provide learning opportunities as students reflect and take ownership of their learning.

So how do you determine what type of summative assessment to design? And how do you ensure that summative assessment will be valid, reliable, and manageable? Let’s dive into some of the elements that might impact your design decisions, including class size, discipline, modality, and EdTech tools .

Class Size and Modality

The manageability of summative assessments can be impacted by the class size and modality of the course. Depending on the class size of the course, instructors might be able to implement more opportunities for authentic summative assessments that provide student ownership and allow for more reflective learning (students think about their learning and make connections to their experiences). Larger class sizes might require instructors to consider implementing an EdTech tool to improve the manageability of summative assessments.

The course modality can also influence the design decisions of summative assessments. Courses with synchronous class sessions can require students to take summative assessments simultaneously through an in-person paper exam or an online exam using an EdTech tool, like Gradescope or Blackboard Tests, Pools, and Surveys . Courses can also create opportunities for students to share their authentic assessments asynchronously using an EdTech tool like VoiceThread .

Major Coursework

When designing a summative assessment as a learning opportunity for major coursework, instructors should reflect on the learning objectives to be assessed and the possible real-world application of the learning objectives. In replacement of multiple-choice or short answer questions that focus on content memorization, instructors might consider creating scenarios or situational questions that provide students with opportunities to analyze and apply knowledge gained. In major coursework, instructors should consider authentic assessments that allow for student choice, transfer of knowledge, and the development of professional skills in place of a traditional paper or essay.

Undergraduate General Education Coursework

In undergraduate general education coursework, instructors should consider the use of authentic assessments to make connections to students’ experiences, goals, and future careers. Simple adjustments to assignment instructions to allow for student choice can help increase student engagement and motivation. Designing authentic summative assessments can help connect students to the real-world application of the content and create buy-in on the importance of the summative assessment.

Summative Assessment Tools

EdTech tools can help to reduce faculty workload by providing a delivery system for students to submit work as well as tools to support academic integrity.

Below are EdTech tools that are available to UIC faculty to create and/or grade summative assessments as and of learning.

Assessment Creation and Grading Tools Heading link Copy link

Assessment creation and grading tools.

  • Blackboard assignments drop box and rubrics
  • Blackboard quizzes and exams

Assessment creation and grading tools can help support instructors in designing valid and reliable summative assessments. Gradescope can be utilized as a grading tool for in-person paper and pencil midterm and final exams, as well as a tool to create digital summative assessments. Instructors can use AI to improve the manageability of summative assessments as well as the reliability through the use of rubrics for grading with Gradescope.

In the Blackboard learning management system, instructors can create pools of questions for both formative and summative assessments as well as create authentic assessment drop boxes and rubrics aligned to learning objectives for valid and reliable data collection.

Academic Integrity Tools

  • SafeAssign (undergraduate)
  •   iThenticate (graduate)
  • Respondus LockDown Browser and Monitoring

Academic integrity tools can help ensure that students are meeting academic expectations concerning research through the use of SafeAssign and iThenticate as well as academic integrity during online tests and exams using Respondus Lockdown Browser and Monitoring.

Want to learn more about these summative assessment tools? Visit the EdTech section on the CATE website to learn more.

Exam Guidance

Additional guidance on online exams is available in Section III: Best Practices for Online (Remote Proctored, Synchronous) Exams in the Guidelines for Assessment in Online Environments Report , which outlines steps for equitable exam design, accessible exam technology, and effective communication for student success. The framing questions in the report are designed to guide instructors with suggestions, examples, and best practices (Academic Planning Task Force, 2020), which include:

  • “What steps should be taken to ensure that all students have the necessary hardware, software, and internet capabilities to complete a remote, proctored exam?
  • What practices should be implemented to make remote proctored exams accessible to all students, and in particular, for students with disabilities?
  • How can creating an ethos of academic integrity be leveraged to curb cheating in remote proctored exams?
  • What are exam design strategies to minimize cheating in an online environment?
  • What tools can help to disincentive cheating during a remote proctored exam?
  • How might feedback and grading strategies be adjusted to deter academic misconduct on exams?”

GETTING STARTED Heading link Copy link

Getting started.

The following steps will support you as you examine current summative assessment practices through the lens of assessment of learning (AoL) and assessment as learning (AaL) and develop new or adapt existing summative assessments.

  • The first step is to utilize backward design principles by aligning the summative assessments to the learning objectives.
  • To collect valid and reliable data to confirm student outcomes (AoL).
  • To promote self-regulation and reflective learning by students (AaL).
  • Format: exam, written assignment, portfolio, performance, project, etc.
  • Delivery: paper and pencil, Blackboard, EdTech tool, etc.
  • Feedback: general (how to improve performance), personalized (student-specific), etc.
  • Scoring: automatically graded by Blackboard and/or EdTech tool or manual through the use of a rubric in Blackboard.
  • The fourth step is to review data collected from summative assessment(s) and reflect on the implementation of the summative assessment(s) through the lens of validity, reliability, and manageability to inform continuous improvements for equitable student outcomes.

CITING THIS GUIDE Heading link Copy link

Citing this guide.

Messier, N. (2022). “Summative assessments.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved [today’s date] from https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/summative-assessments/

ADDITIONAL RESOURCES Heading link Copy link

Academic Planning Task Force. (2020). Guidelines for Assessment in Online Learning Environments .

McLaughlin, L., Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus.

Moore, E. (2020). Assessments by Design: Rethinking Assessment for Learner Variability. Faculty Focus.

Websites and Journals

Association for the Assessment of Learning in Higher Education website 

Assessment & Evaluation in Higher Education. Taylor & Francis Online Journals

Journal of Assessment in Higher Education

REFERENCES Heading link Copy link

Daka, H., & Mulenga-Hagane, M., Mukalula-Kalumbi, M., Lisulo, S. (2021). Making summative assessment effective. 5. 224 – 237.

Earl, L.M., Katz, S. (2006). Rethinking classroom assessment with purpose in mind — Assessment for learning, assessment as learning, assessment of learning. Winnipeg, Manitoba: Crown in Right of Manitoba.

Galletly, R., Carciofo, R. (2020). Using an online discussion forum in a summative coursework assignment. Journal of Educators Online . Volume 17, Issue 2.

Harrison, C., Könings, K., Schuwirth, L. & Wass, V., Van der Vleuten, C. (2017). Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Medical Education. 17. 10.1186/s12909-017-0912-5.

Khaled, S., El Khatib, S. (2020). Summative assessment in higher education: Feedback for better learning outcomes

Join us for our next live demo on Thursday, March 7th to get a closer look at the Otus platform

summative assessment b ed notes

Assessments

summative assessment b ed notes

Grading & Reporting

summative assessment b ed notes

Data & Analytics

summative assessment b ed notes

Progress Monitoring

Request A Demo

Otus Assessments

Common Assessments

Standards-based grading, data-driven decisions, multi-tiered systems of support (mtss), portrait of a graduate, family engagement, product updates, implementation & support, partners & integrations, success stories, in the news, the ultimate guide to summative assessments.

Guides | 18 minutes

What are examples of summative assessments?

What are summative assessments in education.

Summative Assessments are—in simple words—the way educators determine what a student has learned. They are typically tests or cumulative assignments that provide teachers with insights into the overall success of their instructional methods. Summative assessments also reveal if students have or have not mastered the learning targets or standards. Additionally, summative assessments provide school administrators, districts, and other key decision makers with actionable data and insight into how successfully a curriculum or teacher performs.

A definition of what a summative assessment is

Summative assessments must be created following specific guidelines, which are outlined in detail below. In brief, summative assessments must provide valid, reliable data points that can be compared across classrooms, across time, and across graders in order to measure student growth and teacher, district, or curriculum efficacy. 

A downloadable PLC toolkit that includes templates, tips, and more

What does a summative assessment measure?

Summative assessments measure student learning along with teacher and curriculum effectiveness. Unlike formative assessments , which are often low-stake check-ins, summative assessments are typically high stakes, serving not only as the cumulation of a unit, semester, or school year, but also frequently serving as the key factor in a student’s grade or an administrator’s decision about a teacher or curriculum. 

Teachers who incorporate mastery learning into their instructional process rely heavily on summative assessments to measure whether or not a student has mastered the content taught. When they have finished their units, teachers offer a summative—or cumulative—test, project, or essay to determine if students have reached the key learning targets. If a student does not reach a predetermined score (80%, according to most mastery learning models), teachers adjust what content comes next and often provide strategic interventions to provide students with the time needed to truly master the content. In this way, summative assessments can be thought of as formative, in that teachers inform next steps based on summative results.

Why are summative assessments used in education?

Summative assessments are highly valued in education due to the valuable data they provide. Unlike formative assessments, which are typically more subjective and rarely designed to be used across classrooms or schools for comparative purposes, summative assessments are created for validity and reliability. 

Validity in summative assessments—or the ability of an assessment to actually measure what it is supposed to measure—ensures that teachers can be confident that students have or have not mastered the key learning objective. Additionally, valid summative assessments mean that educators and administrators are able to trust the summative assessment’s data about whether or not a teacher or curriculum performed as expected. A summative assessment’s validity ensures that decisions are made according to the true learning targets and not some side topic that may have unintentionally found its way into the assessment. 

Reliability in summative assessments—or the ability of an assessment to reproduce consistent outcomes across time and setting regardless of grader—ensures that teachers and administrators are making decisions using accurate data, not outlying data. This is especially important in situations where a teacher’s salary or a controversial curriculum hangs in the balance. 

Many educators have found that online tools allow them to more effectively gather and analyze data for validity and reliability, and to measure trends over time. Additionally, online tools allow teachers to quickly spot anomalies so they know which students need enrichment or intervention.

How do you write a summative assessment?

Summative assessments must be written according to a few specific guidelines. 

Steps to create a summative assessment

First, in order to ensure a summative assessment is valid, teachers must:

  • Determine the key learning objectives or standards that they will teach. 
  • Decide on what format will best showcase whether or not that objective or standard has been met. In some cases, a multiple choice test might work best; in others, teachers may need to choose something more along the lines of an essay or project. 
  • Ensure that students understand the learning objectives, the method of the summative assessment, and the grading scale or rubric. Students are far more likely to not only perform better on summative assessments but also to engage and take ownership in their learning when they clearly understand what they are being asked to do and why.
  • Plan and teach curriculum that closely aligns with the learning objectives and parallels the summative assessment.

Second, in order to ensure a summative assessment is reliable, teachers must:

  • Create a comprehensive grading plan—or rubric—to ensure data is consistently and correctly gathered.
  • Ensure classroom instruction and curriculum follows the same plan across classrooms or year over year, depending on how the teacher is planning to use the data from the summative assessments.
  • Decide on how the summative assessment will be given in order to ensure consistent results across classrooms or time. Does it always need to be given at a specific time of day or of year? Does the classroom need to be set up a certain way? Does the teacher provide specific prompts or help during the assessment?
  • Create and execute the summative assessment according to the predetermined guidelines. Many teachers find it helpful to bring their summative assessments to their Professional Learning Communities (PLCs) for help in spotting questions that could take away from the test’s validity or reliability.
  • Grade the summative assessment according to the predetermined guidelines. Many teachers find it helpful to bring in “blind graders”—fellow staff or other experts to grade the assessments without any background knowledge of students or classroom instruction.

Third, teachers should take time to analyze the results of their summative assessment. Did students master the learning targets or standards ? Did this unit drive their understanding and comprehension forward? Or will they need intervention and help before moving on to the next unit or goal? Teachers should then make decisions about how to proceed.

Fourth, teachers should report findings to the stakeholders—students, parents, administrators, and the like. Students are far more likely to improve their learning when they receive descriptive feedback—clear, exact descriptions of what a student got right or wrong, and more importantly, why they made certain mistakes and how to correct them.

Finally, many teachers find it valuable to bring the results of their summative assessments back to their PLCs. While there, teachers find support in analyzing data, understanding results, and creating intervention plans .

summative assessment b ed notes

How do summative assessments fit in with the 5 types of assessment?

There are five foundational types of assessments:

  • Diagnostic assessments , or pre-assessment, which teachers use to gauge students’ pre-knowledge and zone of proximal development. These typically occur once at the beginning of a unit.
  • Formative assessments , which teachers use to determine where student knowledge is at mid-unit. These typically occur frequently throughout the unit.
  • Summative assessments , which teachers use to determine student growth at the end of a unit. These typically occur once at the end of a unit.
  • Interim assessments , which districts use to measure specific grades across schools. These typically occur once a year.
  • Benchmark assessments , which bigger bodies (e.g. states) use to measure overarching student growth and school effectiveness. These typically occur once a year.

Typically, teachers create their diagnostic assessments to mirror their summative assessments in order to easily compare the results of a summative assessment to its unit’s diagnostic assessment. This allows teachers to quickly and easily see if students grew in the desired knowledge during the unit. 

An illustration of the 5 different types of k12 assessments

Additionally, many teachers work to align the majority of their formative assessments with their summative assessments. For example, teachers may use questions similar to the questions found on the summative assessments as exit tickets throughout the unit. They do this to tap into the “testing effect” of formative assessments: by allowing students to “test” themselves in a low-stakes environment, they are enabling students to recall up to 67% more of what they’ve learned on the final summative assessment than students would have via other study methods. 

While summative assessments are not always interim and benchmark assessments, these two categories would fall under the same umbrella as summative assessments, as both teachers and administrators use interim and benchmark assessments to not only determine what students have learned, but to make decisions about staffing, curriculum, or school success.

While there is no one right summative assessment, it is important that teachers use or create summative assessments that will provide valid, reliable data across classrooms or year over year. For example, many teachers use:

3 Examples of Summative Assessments

  • Curriculum Tests : Although a teacher may tweak the test created by the curriculum here or there to align with their state or district’s learning targets, using the curriculum test provides a large degree of validity and reliability, and teachers can easily use the same test (with the same tweaks) in every class for as long as they use that curriculum.
  • Rubrics : It is essential that teachers create strong, detailed rubrics when they choose to use writing assignments or final projects. Although it may take the teacher a few rounds with their Professional Learning Communities (PLCs) and iterations in classrooms, eventually teachers should land on a rubric that they can use year over year for reliable data.
  • Multiple Choice Tests : These are perhaps the easiest summative assessments to use in terms of gathering and comparing data. However, it can be easy to create multiple-choice questions that don’t align well with the learning objectives, which compromises the validity of the test. Teachers do well to bring their multiple-choice tests to PLCs to get peer feedback on their summative assessments before bringing them to their class.

Again, it’s important to note that regardless of what type of assessments teachers choose to use, these assessments should be used to gauge student learning and make critical decisions about how to enhance the learning process so students receive the best learning opportunities possible.

Download the Toolkit!

Privacy overview.

Eberly Center

Teaching excellence & educational innovation, what is the difference between formative and summative assessment, formative assessment.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

  • help students identify their strengths and weaknesses and target areas that need work
  • help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes , which means that they have low or no point value. Examples of formative assessments include asking students to:

  • draw a concept map in class to represent their understanding of a topic
  • submit one or two sentences identifying the main point of a lecture
  • turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

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 senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

CONTACT US to talk with an Eberly colleague in person!

  • Faculty Support
  • Graduate Student Support
  • Canvas @ Carnegie Mellon
  • Quick Links

creative commons image

Target B.Ed

What is Evaluation in education / Types of Evaluation PDF Download

summative assessment b ed notes

Evaluation in education is a very important topic in B.Ed 1st year and in 2nd year also. Every student who is doing B.Ed should understand the concept of evaluation and Assessment . In this article we will discuss about the Evaluation and its types.

What is Evaluation in Education

Evaluation is a systematic process of determining to what extent instructional objectives has been achieved.

Evaluation is a systematic process of collecting, analyzing and interpreting in­formation to determine the extent to which pupil’s have achieved instructional objectives.

Evaluation is a broader term which includes academic and non academic achievements of pupil.

Characteristics of Evaluation

¢Continuous process:-Evaluation is a continuous process. It goes hand in hand with teaching learning process.

¢Evaluation is comprehensive, it includes everything.

¢Evaluation is a cooperative process. It involves students, teachers, parents and peer groups.

¢Evaluation includes quantitative, qualitative and value description.

¢Evaluation is remedial in nature because the process of evaluation helps the learner to improve at every step.

¢Evaluation is not confined to the classroom only. It also takes into consideration what happens outside the classroom.

¢It gives more importance to learning as compared to teaching.

¢Evaluation serves as the guide to the students as well as teachers.

¢Evaluation is very systematic and scientific.

Principle of Evaluation

¢ Principle of continuity : Evaluation is a continuous process of assessment of a child.

¢ Principle of comprehensivenes s: Knowledge of values can be tested through oral or written tests in the form of objective type of questions or short answer questions.

¢ Principle of completeness: Through tests and exams we learn about the academic level of students. But through evaluation the complete assessment of the personality of a student can be taken.

¢ Child centered : Evaluation is not only curriculum  centered but the overall behavior of the child is given much importance.

¢ Principle of objectives : Evaluation is based on the principles of objectives. It tries to know how different objectives of personality are being achieved.

¢ Principle of quality : In this with quantity, the quality of the learning gained by the pupil is also evaluated.

¢ Principle of learning experiences : It includes the lasting experience gained by the students from his teacher and surroundings.

¢ Principle of Application : A child should know the application of all the aspects learned by him.

¢ Principle of Totality : Overall behaviour of the student is evaluated along with the academics.

Types of Evaluation

Formative Evaluation

Summative Evaluation

Prognostic evaluation.

Diagnostic Evaluation

Norm Referenced Evaluation

Criterion Referenced Evaluation

Quantitative Evaluation

Qualitative Evaluation

Formative evaluation.

This type of evaluation is conducted during the process of teaching. Its purpose is to provide continuous feedback to the student and teacher.

This helps in making changes in the instruction process if requires. It takes into account smaller and independent units of the curriculum and in the end students are evaluated through tests.

It is evaluating the students that how much they have grasped and where they need to work more. A teacher can evaluate their students while teaching a lesson or a topic or after the completion of the topic to get an idea that – is their any need to make changes in teaching methodology.

It is very useful to make changes or make timely corrections in the students and teaching methodology.

Summative evaluation is conducted at the end of academic year. It evaluates the achievements of objectives and changes in the overall personality of a student at the end of the session.

Summative evaluations takes into consideration a broad aspect of learning. It takes into account formative evaluation grades and takes the test of students after completion of course to give the final grades and feedback to the students.

Grading is done on the basis of Summative Evaluation

Prognostic assessments act as a means of estimation and prediction of the future career.

A prognostic assessment expands the findings of an assessment with analysis of abilities and potentials with a further dimension: the future development of the concerned person, as well as the necessary conditions, timeframe and limits.

Diagnostic evaluation

As the word describe diagnosis to determine the cause of the problem. In this evaluation a teacher try to diagnose every student on different parameters to get an idea about the caliber of students.

A diagnostic evaluation is a form of pre- evaluation where teachers can evaluate students’ strengths, weaknesses, knowledge and skills before the beginning of teaching learning process

It needs specially prepared diagnostic tests and many other observational techniques ¢It is helpful in designing the course and curriculum as per the capabilities of learner

This is assessment that is based on comparing the relative performances of students, either by comparing the performances of individual students within the group being tested, or by comparing their performance with that of others of similar age, experience and background

It determines the position of students among the group

Criterion Reference Evaluation

Criterion Reference Evaluation describes an individual’s performance  in comparison to a fixed performance standard.

It describes the accuracy of the performance of a student, i.e, how well the individual performs in respect to a specific standard.

In other words it is like judging the performance of a particular student against a prefixed standard.

Quantitative Evaluation and its tools

Quantitative evaluations are using scientific tools and measurements. The results can be measured or counted.

Techniques or tools used for Quantitative Evaluation

Performance test

More subjective than qualitative evaluation, qualitative observations are defined in science as any observation made using the five senses

It involves value judgment

Techniques or tools used in Qualitative Evaluation

Cumulative records.

Such records are made by the school to show all round development of students individually

Anecdotal records

These records maintain the description of significant events or works of students

Observation

This is the most common technique of qualitative assessment of students. This is the only technique for the evaluation of classroom interaction

Checklists states specific criteria and allow teachers and students to gather information and to make judgements about what students know and can do in relation to the outcomes. They offer systematic ways of collecting data about specific behaviours, knowledge and skills.

Difference between assessment and evaluation

Assessment     

Improves learning quality     

Ungraded                               

Provides feedback                   

Process-oriented                   

Ongoing process.              

  Evaluation

Judges learning level

Shows shortfalls

Product-oriented

Provide closure

Thank you so much for reading this article.

You can send your suggestion and feedbacks if any in the comment section given below.

Also you can subscribe my YouTube channel “Target B.Ed” for B.Ed related content.

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

LearningClassesOnline : Lesson Plan, B.Ed Lesson Plan, Lesson Plans for School Teachers, DELED, BSTC

Continuous And Comprehensive Evaluation (CCE) Notes

Continuous and comprehensive evaluation | cce | continuous and comprehensive evaluation cce notes for b.ed pdf.

Continuous And Comprehensive Evaluation (CCE) Notes For B.Ed | CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) – NOTES, STUDY MATERIAL, PDF, PPT, ASSIGNMENT, PRACTICAL FILE, PROJECT

Meaning Of Continuous And Comprehensive Evaluation (CCE)

  • Objectives Of Continuous And Comprehensive Evaluation
  • Features Of CCE
  • Functions Of CCE

Objectives Of The Scholastic Assessment

  • Features Of Formative Assessment
  • Features Of Summative Assessment

Physical Education And Summative Assessment

  • Co-Scholastic Assessment
  • Grading System

Continuous And Comprehensive Evaluation (CCE) Refers To A System Of School-Based Evaluation Of The Learner That Covers All Aspects Of The Learner Development.

This Development Profile Of The Learner Is Facilitated Through Continuous Assessment Of

  • One’s Learning Content,
  • The Responses,
  • The Nature And Success Of Its Applications And
  • The Behavioral Outcomes And Further By The Measurement Of The Holistic Development Through Comprehensive Tools Of Assessment.

The Term ‘Continuous’ Implies That Evaluation Of Diverse Aspects Of Learners’ Growth And Development Is ‘Built Into The Total Teaching-Learning Process And Spread Over The Entire Span Of The Academic Session.

  • It Means Regular Assessment Of Every Student.
  • It Is More A Process Than An Event.
  • Such Assessment Would Help To Diagnose Learning Gaps And Pave The Way For Remedial Measures.

The Second Term 'Comprehensive' Acknowledges To The Fact That Learning Can Be Both Formal And Informal; It Can Occur Through Several Facets Of Activities And Therefore The Learning Profile Of The Learners Needs To Be Assessed In Different Contexts Of Learning Both Formal And Informal.

  • Thus It Endorses The Expression Of Learning Through A Variety Of Activities And Hence Their Assessments Through Multiple Tools Of Assessment.
  • In Short, It Is Intended To Scan The Entire Learning Map Of The Each Student.

OBJECTIVES OF CCE (CONTINUOUS AND COMPREHENSIVE EVALUATION)

  • To Help Develop Cognitive, Psychomotor, And Affective Skills
  • To Lay Emphasis On Thought Process And De-Emphasize Memorization.
  • To Make Evaluation An Integral Part Of Teaching-Learning Process
  • To Use Evaluation For Improvement Of Student’s Achievement And Teaching-Learning Strategies On The Basis Of Regular Diagnosis Followed By Remedial Instructions
  • To Use Evaluation As A Quality Control Device To Maintain Desired Standard Of Performance
  • To Determine Social Utility, Desirability Or Effectiveness Of A Programme And Take Appropriate Decisions About The Learner, The Process Of Learning And The Learning Environment
  • To Make The Process Of Teaching And Learning A Learner-Centered Activity

FEATURES OF CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

CCE Involves The Process Of Assessing Continuously And Comprehensively Through A Variety Of Tools And Techniques.

  • Continuous And Comprehensive Evaluation Is Broad-Based And Covers All The Aspects Of Learner’s Growth & Development.
  • It Is Non-Threatening And Helps In Reducing Learner’s Stress By Assessing Meaningful Small Portions Of The Curricular Content.

It Is A School-Based Evaluation Consisting Of Both Scholastic And Co-Scholastic Aspects.

  • The Scholastic Component Of CCE Conceptualizes Evaluation Of All-Academic Subjects As Spread Over The Entire Span Of The Learning Period (Term).
  • It Also Includes Physical Education In Its Scope Of Assessment.

CCE Is Carried Out Through Formative Assessment (FA) And Summative Assessment (SA)

  • Formative Assessment Is Criterion Based, Diagnostic, And Remedial. It Offers Feedback To The Teacher And Learners. Descriptive Indicators Are Used To Assess The Achievement Profile Of The Learners In Formative Assessment.
  • Summative Assessment Involves Regular And Norm-Based Assessment Of All-Academic Subjects At The End Of A Term
  • Co-Scholastic Evaluation Is The Assessment Of Many Informal And Formal Developmental Areas Such As Life Skills, Attitude And Values, Wellness, Service Activities And Work Education

FUNCTIONS OF CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

  • CCE Helps The Teacher To Organize Effective Teaching Strategies .
  • Continuous Evaluation Helps In Regular Assessment To The Extent And Degree Of Learner’s Progress.
  • Continuous Evaluation Serves To Diagnose Weaknesses And Permits The Teacher To Ascertain An Individual Learner’s Strengths And Weaknesses And Her Needs.
  • It Provides Immediate Feedback To The Teacher, Who Can Then Decide Whether A Particular Unit Or Concept Needs A Discussion Again In The Whole Class Or Whether A Few Individuals Are In Need Of Remedial Instruction.
  • By Continuous Evaluation, Children Can Know Their Strengths And Weaknesses.
  • It Provides The Child A Realistic Self-Assessment Of How He/She Studies.
  • It Can Motivate Children To Develop Good Study Habits, To Correct Errors, And To Direct Their Activities Towards The Achievement Of Desired Goals.
  • CCE Helps A Learner To Determine The Areas Of Instruction In Where More Emphasis Is Required.
  • Continuous And Comprehensive Evaluation Identifies Areas Of Aptitude And Interest.
  • It Helps In Identifying Changes In Attitudes And Value Systems
  • Continuous And Comprehensive Evaluation Helps In Making Decisions For The Future, Regarding Choice Of Subjects, Courses, And Careers.
  • It Provides Information/Reports On The Progress Of Students In Scholastic And Co-Scholastic Areas And Thus Helps In Predicting The Future Success Of The Learner

SCHOLASTIC ASSESSMENT

  • Desirable Behavior Related To The Learner’s Knowledge, Understanding, Application, Evaluation, Analysis And The Ability To Apply It In An Unfamiliar Situation.
  • To Improve The Teaching-Learning Process.
  • Assessment Should Be Both Formative And Summative.

FORMATIVE ASSESSMENT

It Is A Tool Used By The Teacher To Continuously Monitor Student Progress In A Non-Threatening, Supportive Environment.

It Involves

  • Regular Descriptive Feedback,
  • A Chance For The Student To Reflect On The Performance,
  • Take Advice And Improve Upon It.
  • It Involves The Students’ Being An Essential Part Of Assessment From Designing Criteria To Assessing Self Or Peers.
  • If Used Effectively, It Can Improve Student Performance Tremendously While Raising The Self-Esteem Of The Child And Reducing The Work Load Of The Teacher.
  • Formative Assessment Is Carried Out During A Course Of Instruction For Providing Continuous Feedback To Both The Teachers And The Learners.
  • It Is Also Carried Out For Taking Decisions Regarding Appropriate Modifications In The Transactional Procedures And Learning Activities.

FEATURES OF FORMATIVE ASSESSMENT

  • Formative Assessment Is Diagnostic And Remedial.
  • It Makes Provision For Effective Feedback.
  • Formative Assessment Provides A Platform For The Active Involvement Of Students In Their Own Learning.
  • It Enables Teachers To Adjust Teaching To Take Account Of The Results Of Assessment.
  • It Recognizes The Profound Influence Assessment Has On The Motivation And Self-Esteem Of Students, Both Of Which Are Crucial Influences On Learning
  • It Recognizes The Need For Students To Be Able To Assess Themselves And Understand How To Improve.
  • It Builds On Students’ Prior Knowledge And Experience In Designing What Is Taught.
  • It Incorporates Varied Learning Styles To Decide How And What To Teach.
  • Formative Assessment Encourages Students To Understand The Criteria That Will Be Used To Judge Their Work.
  • It Offers An Opportunity To Students To Improve Their Work After They Get The Feedback
  • It Helps Students To Support Their Peer Group And Vice-Versa.

SUMMATIVE ASSESSMENT

It Is Carried Out At The End Of A Course Of Learning. It Measures Or „Sums-Up‟ How Much A Student Has Learned From The Course.

It Is Usually A Graded Test, I.e., It Is Marked According To A Scale Or Set Of Grades.

  • Assessment That Is Predominantly Of Summative Nature Will Not By Itself Is Able To Yield A Valid Measure Of The Growth And Development Of The Student.
  • It, At Best, Certifies The Level Of Achievement Only At A Given Point Of Time.
  • The Paper Pencil Tests Are Basically A Onetime Mode Of Assessment And To Exclusively Rely On It To Decide About The Development Of A Student Is Not Only Unfair But Also Unscientific.

Overemphasis On Examination Marks That Focus On Only Scholastic Aspects, In Turn, Makes Student Assume That Assessment Is Different From Learning, Resulting In The „Learn And Forget‟ Syndrome.

Besides Encouraging Unhealthy Competition, The Overemphasis On Summative Assessment System Also Produces Enormous Stress And Anxiety Among The Learners.

FEATURES OF SUMMATIVE ASSESSMENT

Summative Assessment Is Assessment Of Learning.

It Is Generally Taken By Students At The End Of A Unit Or Semester To Demonstrate The “Sum” Of What They Have Or Have Not Learned

Summative Assessment Methods Are The Most Traditional Way Of Evaluating Student Work

Physical Education Is An Integral Part Of Scholastic Assessment. It Is Assessed Similar To Core Subjects Such As Tamil, English, Mathematics, Science, And Social Science. The Students Are To Be Assessed In Physical Education Based On The Following Indicators.

  • Physical Fitness
  • Initiative And Interest
  • Proficiency
  • Following The Rules Of The Game
  • Sportsmanship

CO-SCHOLASTIC ASSESSMENT

The Desirable Behavior Related To Learner’s Life Skills, Attitudes, Interests, Values, Co-Curricular Activities, And Physical Health Are Described As Skills To Be Acquired In Co-Scholastic Domain.

The Process Of Assessing The Students’ Progress In Achieving Objectives Related To Scholastic And Co-Scholastic Domain Is Called Comprehensive Evaluation.

It Has Been Observed That Usually Under The Scholastic Domain Such As Knowledge And Understanding Of The Facts, Concepts, Principles Etc. Of A Subject Are Assessed.

The Co-Scholastic Elements Are Either Altogether Excluded From The Evaluation Process Or They Are Not Given Adequate Attention.

For Making The Evaluation Comprehensive, Both Scholastic And Co-Scholastic Aspects Should Be Given Importance.

Simple And Manageable Means Of Assessment Of Co-Scholastic Aspects Of Growth Must Be Included In The Comprehensive Evaluation Scheme.

GRADING SYSTEM

Grading Is A Process Where In Subjects Or Pupils May Be Classified On The Basis Of Predefined Standards And Aimed At Minimizing Misclassification.

  • In Grading, Students Are Categorized Into A Few Ability Groups On The Basis Of Their Performance And Proficiency.
  • It Involves The Use Of A Set Of Specialized Symbols Or Numerals Whose Meaning Ought To Be Clearly Defined And Uniformly Understood By The Students, Teachers, Parents, And All Other Stakeholders.
  • The Grading Symbols Must Have The Same Meaning For All Who Use Them To Serve The Purpose Of Communication Meaningful And Precise.

The Grading Process Depends On Many Things Such As Nature Of The Subject Matter, The Difficulty Of The Question Paper, The Different Abilities Such As Intellectual, Physical, Emotional, Personal, Social Etc Assessed By Tools Of Evaluation And Precision Is Required In The Evaluation Program.

One Of The Major Objectives Of The School Education Is To Prepare A Student For Life. For Realizing This Objective CCE ( CONTINUOUS AND COMPREHENSIVE EVALUATION) Stress On The Development Of Scholastic And Co-Scholastic Areas Of The Child.

CCE Aims At Creating Good Citizens Possessing Sound Health, Appropriate Skills, And Desirable Qualities Besides Excellence. For That, It Is Important To Equip Teachers With the Required Skills And Competencies Of Evaluation Well With The Teaching-Learning Process.

The CCE System Demands Continuous And Comprehensive Assessment Of Both Scholastic And Co-Scholastic Aspects Of The Child. Assessment In Co-Scholastic Areas Needs To Be Done Systematically And Methodologically By Using Specific Observable And Measurable Indicators And Finding Grade Points Resulting Into Grades.

  • Evaluation, Statistics, And Research In Education Dr.K.Rajammal Rajagopal
  • Shantha Publishers
  • Assessment Of Learning Aslam
  • Everest Publications
  • Evaluation In Education ES -333
  • IGNOU Study Material
  • Continuous And Comprehensive Evaluation Manual For Teachers On School-Based Assessment CBSE, India
  • Continuous And Comprehensive Evaluation General Guidelines - Teachers’ Manual
  • State Council Of Educational Research And Training, Chennai

Continuous And Comprehensive Evaluation Notes For B.Ed in English

Continuous and comprehensive evaluation study material, continuous and comprehensive evaluation meaning, continuous and comprehensive evaluation pdf, continuous and comprehensive evaluation ppt, continuous and comprehensive evaluation project, continuous and comprehensive evaluation assignment, continuous and comprehensive evaluation practical file, continuous and comprehensive evaluation, cce notes for b.ed in english, cce study material, cce meaning, definition, nature, scope, types, features, characteristics, objectives, cce project, cce assignment.

CCE Practical File/Study Material and Exam Notes for B.Ed and D.El.Ed

Continuous and Comprehensive Evaluation is a system of school-based assessment which covers all aspects of a student’s development. The CCE takes care of the assessment of the all-around development of the child’s personality. It includes assessment in both scholastic and co-scholastic aspects in student’s growth. Students will be evaluated both in scholastic and non - scholastic areas as per the guidelines and norms of the CBSE.

In teacher training programs like B.Ed, DELED, DED, and BTC CCE (continuous and comprehensive evaluation is included). Here you can download CCE continuous and comprehensive evaluation practical file material, study examination notes, and pdf E-books free for BEd and DELED in both Hindi and English medium. these are the CCE pdfs of CBSE, NCERT, NIOS, Delhi government, and Haryana government official websites. Those student teachers pursuing a diploma in elementary education DELED and DEGREE in education B.Ed of any semester or year must know about CCE continuous and comprehensive evaluation system of primary, secondary, senior secondary, and higher secondary schools. So that they can evaluate the students annually, yearly, half-yearly, monthly, and weekly performance in academics and examinations. The links to download these BEd, DED files, and notes and given below. Just click on the links to download cce continuous and comprehensive evaluation files.

  • CCE short exam notes pdf
  • CCE File in Hindi and English
  • CCE NCERT BOOK
  • CCE NCERT HINDI
  • CCE NIOS ENGLISH
  • CCE Evaluation English
  • सतत एवं मूल्यांकन सामग्री (प्राथमिक सत्र ) (ncert)
  • प्राथमिकस्तर पर सतत एवं मूल्यांकन लागु करने के लिए अध्यापक संदर्शिका (विद्यालय शिक्षा विभाग हरियाणा )

Reference: www.cbse.nic.in, mooc.nios.ac.in, certharyana.gov.in, delhi.gov.in

BED Deled first and second year CCE continuous and comprehensive evaluation pdf practical files, books, and notes free download in Hindi and English

Similar Posts

💁Hello Friends, If You Want To Contribute To Help Other Students To Find All The Stuff At A Single Place, So Feel Free To Send Us Your Notes, Assignments, Study Material, Files, Lesson Plan, Paper, PDF Or PPT Etc. - 👉 Upload Here

अगर आप हमारे पाठकों और अन्य छात्रों की मदद करना चाहते हैं। तो बेझिझक अपने नोट्स, असाइनमेंट, अध्ययन सामग्री, फाइलें, पाठ योजना, पेपर, पीडीएफ या पीपीटी आदि हमें भेज सकते है| - 👉 Share Now

If You Like This Article, Then Please Share It With Your Friends Also.

Bcoz Sharing Is Caring 😃

LearningClassesOnline - Educational Telegram Channel for Teachers & Students. Here you Can Find Lesson Plan, Lesson Plan format, Lesson plan templates, Books, Papers for B.Ed, D.EL.ED, BTC, CBSE, NCERT, BSTC, All Grade Teachers...

  • [1000+] B.Ed Lesson Plans
  • B.Ed Practical Files and Assignments
  • B.Ed Books and Notes PDF
  • B.Ed Files Pics and Charts Collection
  • BEd Model / Sample and Previous Year Papers
  • All Subject Lesson Plans for Teachers

Please Share your views and suggestions in the comment box

summative assessment b ed notes

can u help me to save this file

Post a Comment

Contact form.

education summary logo

Meaning, Types and Characteristics of diagnostic test in Education B.ED Notes

Back to: Assessment for Learning

Beeby opines,

“Evaluation is the systematic collection and inter- pretation of evidence leading as a part of process to a judgement of value with a view to action.”

Diagnostic evaluation is a type of pre-assessment which allows teachers to assess the strengths, weaknesses, knowledge, and skills of the learners before starting the teaching learning process. 

Characteristics of Diagnostic Evaluation

The characteristics of diagnostic evaluation are as follows: 

1. It is a type of pre-evaluation.

2. It enables the teacher to assess the learner’s performance.

3. It is concerned with the past and present performance of the student.

4. It allows the teacher to assess their instructional methods.

5. Through this evaluation, teachers can understand the effectiveness of their teaching.

Types of Diagnostic Evaluation

The various types of diagnostic evaluation are as follows: 

Formative evaluation is the type of evaluation which is done during the teaching process. Its main aim is to offer continuous feedback to the student as well as the teacher. This enables one to make modifications in the instructional process if there are any requirements. It takes into account those units of the curriculum which are smaller and independent and through tests, the learners’ performance is evaluated. Formative evaluation is effective for making changes and timely corrections among the learners and teaching methodology.

Summative evaluation refers to the evaluation which is conducted towards the end of the academic session. It takes into account the achievements of the outcomes and the overall personality development of the learner at the academic session’s end. It takes a broad aspect of learning into account.

It is standardized and given across a school, district or state to measure student progress through a curriculum.

Diagnostic assessment is used to determine the current level of knowledge and skill of a learner. It is used at the initial point to get a glimpse into the learner’s stage of learning.

Measurement and Evaluation in Education b ed notes

Measurement and evaluation is very important concept in education. The term Measurement and evaluation are sometimes used interchangeably. However in education these two terms are used separately. In this article you will learn the difference between Measurement and evaluation b.ed notes. How are educational Measurement and Evaluation related to each other.

What is Measurement?

Measurement is the systematic collection of information about the student’s skills, knowledge in numeric way. It is evaluation that express in quantitive terms or in numbers. To know more about visit: measurement .

  • Suggested Articles
  • Importance of Measurement in Education
  • Types of Measurement in Education B.Ed notes
  • Physical and Mental Measurement in Education

What is evaluation?

Evaluation is a broad term. It refers to the process which assesses the weakness and strengths of student’s performance and about appropriate teaching strategies to improve its effectiveness.

Benjamin Bloom defined Evaluation as a tool in educational practice for ascertaining whether alternative procedures were equally effective or not in achieving a set of educational ends”.

Four Types of Evaluation

  • Also read : Four Types of Evaluation B.Ed notes.

What is the Difference Between Measurement and Evaluation

As you know evaluation is a broad term and it is a part of evaluation. For example – when a teacher assign a mark on a given particular task which is preformed by a student. It is simply a act of measurement and when the teacher compare this score or marks with those of other learners then the teacher is doing an act of evaluation. Thus, you can see the terms evaluation is wider than measurement.

Here is the table in comparison of these two terms that will help you to understand the difference.

Measurement vs Evaluation

  • Measurement is qualitative as it provides numerical judgment whereas Evaluation is qualitative as well as quantitative both as it assigns grade and level. For example – student’s marks, raw score, rank are measurement. And when a student are assign grade is an example of evaluation.
  • The measurement in education is a planned and formal it provides more precise and accurate results as it deals with quantitative data. On the other hand evaluation is may be formal as well as informal, planned or unplanned and less accurate.
  • It is quantitative so reliability, objectivity, validity are its characteristics and evaluation is subjective as well as objective it may be reliable and valid.
  • The scope of measurement is very narrow it is a part of evaluation whereas it is a broad terms its scope is wide.
  • An aptitude test, intelligence achievement, observation techniques are used as a tool of measurement and inventories, rating scale, questionnaire, interviews, situational test, and check test are the tools of evaluation.

From the above discusion it has been clear that measurement deals with quantitative data, gather information about the student’s skills, knowledge in numeric way. It provides score to the student’s performance and Evaluation is a quantitative as well as qualitative it provides grade. Both the terms are very important in education. Please visit to know The Importance of Measurement in Education.

  • Need and Importance of Measurement | In Education
  • Inclusive Education | Concept and Principles | b.ed notes
  • Life Skills Education b.ed notes | Life skills &…
  • Types of Evaluation | Formative Summative and Diagnostic
  • MCQ on Assessment and Evaluation | Questions with Answer

4 thoughts on “Measurement and Evaluation in Education b ed notes”

very nice notes….cover all….

Nice 👍 information

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Group Of Tutors

CCE Notes [Continuous and Comprehensive Evaluation Assignment]

CCE Notes For B.Ed Continuous and Comprehensive Evaluation Assignment

CCE Notes Assignment : Continuous and Comprehensive Evaluation (CCE) is an educational assessment system that focuses on evaluating a student’s performance on a regular basis throughout the academic year. It is a departure from the traditional examination-oriented approach and aims to provide a holistic understanding of a student’s abilities and progress. In this article, we will explore the key aspects of CCE and its benefits in the educational landscape.

INTRODUCTION (CCE)

Continuous and Comprehensive Evaluation (CCE) is an educational framework that aims to assess a student’s progress and learning outcomes continuously throughout their academic journey. It is a student-centric approach that goes beyond the conventional examination system, emphasizing a comprehensive evaluation of a student’s knowledge, skills, and overall development.

CCE aims to provide a more accurate and holistic understanding of a student’s abilities, allowing educators to tailor instruction accordingly.

TYPES OF CCE

CCE consists of two main components:

  • Formative Assessment (FA) and,
  • Summative Assessment (SA).

Let’s know about them:

1. FORMATIVE ASSESSMENT (FA)

Formative Assessment is an ongoing process that takes place during regular classroom activities. It involves various methods such as class discussions, quizzes, projects, presentations, and assignments.

The primary purpose of formative assessment is to monitor and provide feedback on a student’s progress, allowing teachers to identify areas where additional support or guidance is required. FA encourages active participation, self-reflection, and the development of critical thinking skills.

2. SUMMATIVE ASSESSMENT (SA)

Summative Assessment is conducted at the end of a learning cycle, such as a term or academic year. It evaluates a student’s overall performance and understanding of the curriculum.

SA typically involves formal examinations or assessments that measure a student’s knowledge, comprehension, application, and analytical skills. Unlike formative assessment, summative assessment provides a summary of a student’s achievements and helps determine their readiness for the next level of education.

ADVANTAGES OF CCE

Implementing Continuous and Comprehensive Evaluation offers several benefits to students, educators, and the overall educational system.

1. INDIVIDUALIZED LEARNING

CCE recognizes the unique strengths, weaknesses, and learning styles of individual students. By providing regular feedback and personalized assessments, it enables teachers to tailor their instruction to meet the diverse needs of students. This approach promotes individualized learning, allowing each student to progress at their own pace and maximize their potential.

2. HOLISTIC DEVELOPMENT

One of the primary goals of CCE is to foster holistic development. Assessing not only academic performance but also other aspects such as co-curricular activities, life skills, and values, encourages a well-rounded education. CCE promotes the development of critical thinking, problem-solving abilities, creativity, communication skills, and social-emotional intelligence.

3. REDUCED EXAM STRESS

Traditional examination systems often create immense stress and anxiety among students. CCE mitigates this by distributing the assessment process throughout the year, reducing the burden associated with high-stakes exams. Incorporating a variety of assessment methods, including non-written forms, It provide students with multiple opportunities to demonstrate their understanding and progress.

4. REGULAR FEEDBACK

CCE emphasizes the importance of continuous feedback to students. It allows teachers to provide timely feedback on a student’s performance, highlighting their strengths and areas requiring improvement. Regular feedback fosters a growth mindset, encourages self-reflection, and enables students to take ownership of their learning journey.

5. SKILL DEVELOPMENT

In addition to subject knowledge, CCE focuses on the development of essential life skills such as critical thinking, problem-solving, collaboration, and effective communication. By integrating skill-based assessments, CCE equips students with the competencies necessary for success in the 21st-century workforce.

CHALLENGES IN IMPLEMENTING CCE

While Continuous and Comprehensive Evaluation offers numerous benefits, its implementation comes with certain challenges.

1. TRAINING AND ORIENTATION

Effective implementation of CCE requires adequate training and orientation for teachers. They need to be familiar with the assessment techniques, criteria, and methodologies involved in formative and summative assessments. Continuous professional development programs and workshops can help address this challenge and equip educators with the necessary skills.

2. STANDARDIZATION

Maintaining standardization in assessment across different schools and educational boards can be a challenge. There is a need for clear guidelines and frameworks to ensure consistent evaluation practices, especially when it comes to summative assessments. Collaboration among educational authorities can help establish common standards and ensure the credibility of CCE.

3. EVALUATION BIAS

The subjective nature of assessments can lead to evaluation bias. It is crucial to have mechanisms in place to minimize bias and ensure fair and objective evaluations. Transparent evaluation criteria, multiple evaluators, and regular moderation can help address this challenge and maintain the integrity of the assessment process.

STRATEGIES FOR EFFECTIVE CCE IMPLEMENTATION

To overcome the challenges associated with implementing Continuous and Comprehensive Evaluation, certain strategies can be adopted:

1. CLEAR ASSESSMENT CRITERIA

Establishing clear assessment criteria and rubrics is essential to ensure consistency and transparency in evaluations. Clear guidelines help both teachers and students understand the expectations and standards of assessment.

2. TEACHER TRAINING AND SUPPORT

Providing comprehensive training and support to teachers is vital for the effective implementation of CCE. Regular workshops, professional development programs, and mentoring can enhance teachers’ understanding of assessment techniques, align their practices with CCE objectives, and equip them with the necessary skills.

3. ENGAGING PARENTS AND GUARDIANS

Involving parents and guardians in the assessment process can contribute to a student’s overall development. Regular communication, parent-teacher meetings, and progress reports help create a collaborative environment that supports the student’s growth.

Continuous and Comprehensive Evaluation (CCE) has revolutionized the assessment landscape in education. By focusing on regular assessments, feedback, and holistic development, CCE promotes a learner-centered approach that caters to the individual needs of students.

While challenges exist, the benefits of CCE, such as individualized learning, reduced exam stress, and skill development, make it a valuable framework for nurturing well-rounded individuals.

CCE NOTES ASSIGNMENT

This CCE Notes assignment content has been contributed by Meenakshi Sahu . She turned out to be a great contributor to our website and has been helping us and our readers with her best material.

In the PDF given below, Meenakshi has covered all the important details of the CCE Notes, and we truly appreciate that.

CCE Notes for B.Ed and Teachers

Q1: How does CCE differ from traditional examinations?

CCE differs from traditional examinations by emphasizing continuous assessment throughout the academic year, incorporating a variety of evaluation methods, and providing regular feedback to students.

Q2: Does CCE only assess academic performance?

No, CCE goes beyond academic performance. It assesses various aspects of a student’s development, including co-curricular activities, life skills, and values.

Q3: How can CCE benefit students?

CCE benefits students by offering individualized learning, reducing exam stress, providing regular feedback, and promoting the development of essential skills.

Q4: Is CCE implemented globally?

CCE is implemented in different countries, although the specific approaches and practices may vary. Many educational systems have recognized the need for comprehensive evaluation beyond traditional exams.

Q5: How can schools ensure fair evaluations in CCE?

Schools can ensure fair evaluations in CCE by establishing clear assessment criteria, training teachers on unbiased evaluation practices, and implementing moderation and multiple evaluators where appropriate.

See all B.Ed Assignments here

We hope that this article has been beneficial to you. If you have any quarry or questions regarding the content on our website, feel free to contact us here .

Follow us on our social media handles to get regular updates-

Useful books

  • Best CTET books for paper 1 and paper 2
  • First-year books
  • Second-year books
  • CTET Cracker books

B.Ed Project Files

  • ICT File [Computerized]
  • ICT Notes English
  • Information and Communication Technology File Punjabi
  • ICT File PDF Hindi
  • Drama and Art in Education File [ENGLISH]
  • Drama and Art in Education File [Hindi]
  • Sessional Work [Drama and Art]
  • Reading and Reflecting on Texts File [ENGLISH]
  • Reading and Reflecting on Texts file [HINDI]
  • Understanding the Self file [English]
  • Understanding the Self file [HINDI]
  • Slideshare App Review project work for B.Ed

Lesson Plans

  • English Lesson Plans
  • Biology Lesson Plans
  • Chemistry Lesson Plans
  • Commerce Lesson Plans
  • Social Science Lesson Plans
  • Mathematics Lesson Plans
  • Physical Science Lesson Plans
  • Hindi Lesson Plans
  • Economics Lesson Plans
  • Accountancy Lesson Plans
  • Accounts Lesson Plan 2
  • Business Studies Lesson Plans HINDI
  • Biology Lesson Plans Bengali

Trending Articles

  • JAMIA FREE UPSC Coaching
  • What do you mean by parenting? How does it influence the development aspects of children and adolescents?
  • Define assessment. How is it useful in the school education system?
  • Discipline, Its Types, and Importance.
  • संज्ञानात्मक विकास का सिद्धांत।
  • कोहलबर्ग के नैतिक विकास का सिद्धांत।
  • मूल्यांकन, आकलन तथा मापन में अंतर।
  • परीक्षा क्या है?
  • आकलन क्या है?
  • ज्ञान प्राप्ति के स्रोत कौन-कौन से हैं?
  • एरिक्सन के मनो-सामाजिक विकास के सिद्धांत की व्याख्या कीजिये।
  • परवरिश से आप क्या समझते हैं?

If you also wish to contribute and help our readers find all the stuff in a single place, feel free to send your notes/assignments/PPTs/PDF notes/Files/Lesson Plans, etc., on our WhatsApp number +91- 8920650472 Or by mailing us at [email protected] , we will give full credits to you for your kind contribution.

CCE Notes Assignment, CCE Notes Assignment, CCE Notes Assignment, CCE Notes Assignment, CCE Notes for MDU, CCE Notes for CRSU, CCE Notes for KUK, CCE Notes for IGNOU, CCE Notes for CCSU, CCE Notes for JAMIA, CCE Notes for Delhi University, CCE Notes for AMU, CCE Notes for GGSIPU, CCE Notes Assignment, CCE Notes Assignment, CCE Notes Assignment, CCE Notes Assignment, CCE Notes for MDU, CCE Notes for CRSU, CCE Notes for KUK, CCE Notes for IGNOU, CCE Notes for CCSU, CCE Notes for JAMIA, CCE Notes for Delhi University, CCE Notes for AMU, CCE Notes for GGSIPU

IMAGES

  1. Assessment For Learning Notes B.Ed

    summative assessment b ed notes

  2. Formative and Summative Assessment Notes

    summative assessment b ed notes

  3. Assessment For Learning Notes for B.Ed

    summative assessment b ed notes

  4. Formative and Summative Assessment Notes

    summative assessment b ed notes

  5. Formative and Summative Assessment Notes

    summative assessment b ed notes

  6. Formative and Summative Assessment

    summative assessment b ed notes

VIDEO

  1. B.Ed 2nd year 2023 Complete Book / Maha Marathon Class 1 / Assessment for learning

  2. TEACHING AND TRAINING || KNOWLEDGE AND CURRICULUM || SHORT NOTES || B.ED. || H. P. U ||

  3. ASSESSMENT OF LEARNING-Notes || Semester 5 || KB

  4. B.ED FIRST YEAR

  5. Summative Assessment

  6. summative assessment notes for B.Ed. 2nd year #youtubeshorts

COMMENTS

  1. B.Ed. Notes: Formative and Summative Evaluation

    Summative assessment (or Summative evaluation) refers to the assessment of the learning and summarizes the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarize learning up to that point.

  2. ASSESSMENT APPROACHES NOTES B.Ed

    1. SUMMATIVE ASSESSMENT. Summative assessment occurs at the end of a learning period or unit and is typically used to evaluate student learning outcomes. It aims to measure the extent to which students have achieved specific learning goals or standards. Examples of summative assessments include final exams, standardized tests, or culminating ...

  3. Assessments for learning -B.ed Second year notes

    Assessments for learning -B.ed Second year notes. Understand the nature of assessment and evaluation and their role in teaching-learning process. 2. Understand the perspectives of different schools of learning on learning assessment 3. Realise the need for school based and authentic assessment 4.

  4. Compare And Contrast Formative And Summative ...

    Compare and Contrast Formative and Summative Evaluation in Curriculum Development B.ED Notes » Formative evaluation is conducted and practiced through. ... Summative Assessment, on the other hand, only happens at predetermined times, typically towards the completion of the term.

  5. Summative Assessment

    Waco, TX 76798-7189. [email protected]. (254) 710-4064. In contrast to formative assessment, summative assessment evaluates a student's knowledge of material at a given point in time in relation to previously determined learning goals. Summative assessment is often more formal and higher-stakes than formative assessment and used to inform ...

  6. Assessment for learning B.Ed notes

    2 Assessment for learning B.Ed notes/ Types of Assessment. 2.1 Diagnostic assessment. 2.2 Tools of Diagnostic Assessment. 2.3 Formative assessment. 2.4 Tools of Formative assessment. 2.5 Summative assessment. 2.6 Types of Summative assessment. 2.7 Ipsative assessments. 2.8 Norm-referenced assessments.

  7. Summative Assessment and Feedback

    Summative Assessment and Feedback. Summative assessments are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is aimed at helping students understand how well they have done in meeting the overall learning goals of the course.

  8. Quick and Easy Notes: Practical Strategies for Busy Teachers

    From notes to records to planning. Anecdotal records are brief notes teachers take as they observe children. The notes document a range of behaviors in areas such as literacy, mathematics, social studies, science, the arts, social and emotional development, and physical development. When recording observations, it's important to include a ...

  9. Summative Assessments

    An instructor has traditionally used a research paper as the final summative assessment in their course. After attending a conference session on authentic assessments, the instructor decides to change this summative assessment to an authentic assessment that allows for student choice and increased interaction, feedback, and ownership.

  10. The Ultimate Guide to Summative Assessments (2024)

    Plan and teach curriculum that closely aligns with the learning objectives and parallels the summative assessment. Second, in order to ensure a summative assessment is reliable, teachers must: Create a comprehensive grading plan—or rubric—to ensure data is consistently and correctly gathered. Ensure classroom instruction and curriculum ...

  11. PDF UNIT 13 TYPES OF ASSESSMENT AND Types of Assessment 13.2 ...

    Summative assessment aims at grade or certifying students' achievement. It also helps to review or improve suitability of instructional objectives and appropriateness of instructional strategies. Table 13:1: Difference between Formative Assessment and Summative Assessment Formative Assessment Summative Assessment

  12. Critical Review of Current Evaluation Practices B.Ed Notes

    Back to: Assessment for Learning Critical Review of Current Evaluation Practices B.Ed Notes. Mary Thorpe states, Evaluation is the collection, analysis and interpretation of information about any aspect of a programme of education, as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have."

  13. Formative vs Summative Assessment

    The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. 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.

  14. What is Evaluation in education and its type

    Characteristics of Evaluation. ¢Continuous process:-Evaluation is a continuous process. It goes hand in hand with teaching learning process. ¢Evaluation is comprehensive, it includes everything. ¢Evaluation is a cooperative process. It involves students, teachers, parents and peer groups. ¢Evaluation includes quantitative, qualitative and ...

  15. Continuous And Comprehensive Evaluation (CCE) Notes

    Summative Assessment Involves Regular And Norm-Based Assessment Of All-Academic Subjects At The End Of A Term; Co-Scholastic Evaluation Is The Assessment Of Many Informal And Formal Developmental Areas Such As Life Skills, ... CCE Practical File/Study Material and Exam Notes for B.Ed and D.El.Ed.

  16. Continuous And Comprehensive Evaluation Notes

    It helps in the detection and correction of the assessment process. Summative Assessment. Summative assessment is an assessment of students where the focus is on the consequences of a program. The goal of summative assessment is to assess student learning at the end of an instructional unit by comparing it against a norm.

  17. PDF B.Ed. Notes: 3 Semester (2019-2021)

    B.Ed. Notes: 3rd Semester (2019-2021) Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 2 Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707 2 PAPER - (1) ... Summative assessment is carried out at the end of a term. It measures how much a student has learnt from the course and is usually a graded test i.e. Examination. ...

  18. Assessment For Learning Notes B.Ed

    June 24, 2023 by Group Of Tutors. Assessment For Learning Notes B.Ed: Assessment is an integral part of the education system, serving as a vital tool to measure learning outcomes, identify strengths and weaknesses, and guide instructional strategies. In the field of education, assessment plays a crucial role in shaping students' educational ...

  19. Formative and Summative Assessment Notes

    The American Psychological Association defines Summative Assessment as "An evaluation of student learning at the end of a unit, course, semester, or academic year that compares student knowledge or skills against a standard or benchmark." Difference Between Formative and Summative Assessment

  20. Meaning, Types And Characteristics Of Diagnostic Test In Education B.ED

    The characteristics of diagnostic evaluation are as follows: 1. It is a type of pre-evaluation. 2. It enables the teacher to assess the learner's performance. 3. It is concerned with the past and present performance of the student. 4. It allows the teacher to assess their instructional methods.

  21. Measurement and Evaluation in Education b ed notes

    Measurement is quantitative. a. Evaluation is qualitative as well as quantitative. b. Measurement is very objective. b. Evaluation is subjective. c.Measurement is more formal and accurate. c. Evaluation formal and informal both it is less accurate.

  22. DIFFERENCE BETWEEN FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT

    DIFFERENCE BETWEEN FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT | The Vani Classes |BEd Short NotesPlaylist of Assessment for learning : https://youtube.com...

  23. CCE Notes [Continuous and Comprehensive Evaluation)

    July 7, 2021 by Group Of Tutors. CCE Notes For B.Ed. CCE Notes Assignment: Continuous and Comprehensive Evaluation (CCE) is an educational assessment system that focuses on evaluating a student's performance on a regular basis throughout the academic year. It is a departure from the traditional examination-oriented approach and aims to ...