Assessment and Classroom Learning: a response to Black &amp; Wiliam

Sebatane, E. Molapi

doi:10.1080/0969595980050108

Cited by 23 publications

(16 citation statements)

References 14 publications

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“…Several authors have tackled the relationships between formative and summative assessments, arguing whether it is even possible to have a 'summing-up' process that uses information originally intended as formative assessment for a summative purpose (Sebatane, 1998). It can be argued that this obviates the formative purpose, especially if students pay less attention to feedback and more to the grade or score that 'counts' in the nal grade, and thus learn less from the feedback than they might otherwise (Crooks, 1988;Sadler, 1989).…”

Section: Summative Assessmentmentioning

confidence: 99%

Successful Students' Formative and Summative Uses of Assessment Information

Brookhart¹

2001

Assess. Educ.

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The purpose of this study was to document successful students' perceptions about the formative and summative aspects of classroom assessments. Interviews with 50 students in high school English and Anatomy classes, about speci c classroom assessment events, were coded according to students' descriptions of the formative and summative aspects of the assessments. These successful students engaged in self-assessment as a regular, ongoing process and actively tried to t new information about their learning into their careers as students. They did not make neat distinctions between formative and summative assessment, but used assessment in a variety of integrated ways. This is consistent with their outlook on learning, which they reported viewing as one of their important life processes.

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Section: Summative Assessmentmentioning

confidence: 99%

Successful Students' Formative and Summative Uses of Assessment Information

Brookhart¹

2001

Assess. Educ.

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“…Only 32 per cent thought students focused on formative assessment. Unsurprisingly, most of the literature supports this view for education in general (Torrance, 1993;Sebatane, 1998;Wiliam and Black, 1998;Wiliam, 2000;Torrance and Pryor, 2001: 624;Black, 2003b;Black, 2003c;. Sixteen per cent of lecturers think students focus on both.…”

Section: Summative and Formative Assessments Are Different Or Similarmentioning

confidence: 99%

“…Even in an educational context, often it is the social needs which predominate and are open to abuse (Broadfoot, 1996;Filer, 2000). Functions are many and can be combined into multiple uses (Black and Wiliam, 1998;Sebatane, 1998). The terrors evoked by the term 'assessment' have distorted perceptions of its necessity, centrality and potential neutrality.…”

mentioning

confidence: 99%

“…It is this desire to suppress the negative and destructive side effect of assessment which devalues personal worth and future prospects, that has prompted many educationalists to see summative assessment in a negative light and promote formative assessment (Torrance, 1993;Sebatane, 1998;Black and Wiliam, 1998;Wiliam, 2000;Torrance and Pryor, 2001: 624;Black, 2003b;Black, 2003c;. Society at large naturally, and rightly, makes judgements; the misuse of these judgements does not invalidate or minimize their necessity.…”

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confidence: 99%

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Summative and formative assessment

Taras

2008

Active Learning in Higher Education

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Assessment is critically important to education both for accreditation and to support learning. Yet the literature dealing with formative and summative assessment definitions and terminology is not aligned. This article reports an empirical small-scale study of lecturers in Education at an English university. The research posits that these lecturers, owing to the inconsistencies and infelicities in the literature, will have an incomplete and unharmonious understanding of summative and formative assessment and the relationship between the two. The results show that lecturers' understanding of assessment terminology and relationships reflects the fragmented theoretical and practical frameworks available. This study would seem to signal the need for us all to examine our assessment processes in order to (i) be clear and explicit on what we do, (ii) understand how assessment processes relate to each other, and (iii) evaluate how they impact on our practice and our students

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“…Black et Wiliam poursuivent en 1998 la méta-analyse de Crooks et pointent pour des recherches ultérieures les éléments prospectifs suivants : les perceptions et croyances des enseignants relatifs aux apprentissages, à l'habileté et au niveau des élèves, leurs perspectives en termes de chances ou de progrès, la possible confusion entre évaluation formative et sommative. Dans la même revue, Sebatane (1998) ajoute la nécessité d'explorer davantage les « pré-jugements » des enseignants. Leurs comportements et décisions évaluatives sont en effet déterminés par d'autres facteurs que les caractéristiques cognitives (ou compétences) des élèves : sexe, participation et comportement en classe, compétences sociales, indépendance et habitudes de travail.…”

Section: L'existence D'arrangements éValuatifs Internes à La Classe (unclassified

Evaluación, equidad de la nota en educación física y “norma de esfuerzo”

Cogérino¹,

Mnaffakh²

2008

rfp

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Assessment and Classroom Learning: a response to Black & Wiliam

Cited by 23 publications

References 14 publications

Successful Students' Formative and Summative Uses of Assessment Information

Successful Students' Formative and Summative Uses of Assessment Information

Summative and formative assessment

Evaluación, equidad de la nota en educación física y “norma de esfuerzo”

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