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COMPARISON FORMATIVE (F) AND SUMMATIVE (S) ASSESSMENT - Coggle Diagram
COMPARISON FORMATIVE (F) AND SUMMATIVE (S) ASSESSMENT
(F)
to monitor the effectiveness of a teaching module
‘assessment for learning’
(S)
to judge how well a student has learned
‘assessment of learning’
IMPROVEMENT IN TEACHING
(F)
data obtained can modify the instruction, to make it more effective.
(S)
help rectify the instruction, though such changes can be made in future courses.
ORIENTATION
(S)
outcome-oriented
compares a student’s results with a standard or benchmark, and no changes are made in the same course as a result of this assessment.
(F)
improvement-oriented
helps students assess their own learning, and helps instructors identify students facing problems, and modify the instruction accordingly.
FREQUENCY
(F)
occurs throughout the course, on a day-to-day basis, as a part of the instruction itself.
(S)
occurs at the end of the course, unit, semester, or year. They are held separately from the instruction.
GRADING
(F)
low-stakes assessment
outcome does not play a role in judging the final performance of a student
students are not graded
(S)
high-stakes assessment
the students receive the results of their performance in the form of marking or grades
STUDENT MOTIVATION
(S)
provides students with extrinsic motivation for improvement
improvement with an aim of achieving a good performance in a test
(F)
promotes the learning aspects of a subject, rather than performance
provides students with intrinsic motivation for improvement
FEEDBACK
(F)
qualitative feedback
students are individually informed of areas where they should improve, and tutors receive feedback on what steps they need to take next
(S)
quantitative feedback
students are assigned grades or numeric marking, and individual students do not realize where they need improvement.
STUDENT INVOLVEMENT