NAME: Dian S.

Galan SUBJECT: MAS 103: Assessment Learning 2

COURSE: TCP SCHEDULE: Monday & Wednesday 5:30-7:00pm

Assignment 2: Answer the following:

1. Differentiate Formative and Summative assessments. Give 3 examples (assessment tools for each
assessment).
 Formative assessment
- refers to wide variety of methods that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress
during a lesson, unit or course.
- help teachers identify concepts that students are struggling to understand, skills
they are having difficulty acquiring, or learning standards they have not yet
achieved so that adjustments can be made to lessons, instructional techniques, and
academic support
- to collect detailed information that can be used to improve instruction and student
learning while it’s happening
- the goal of the 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.
 Examples for Formative Assessment
 Quizzes
 Venn Diagram
 Padlet

 Summative assessment
- are used to evaluate student learning, skill acquisition, and academic achievement at
the conclusion of a defined instructional period—typically at the end of a project,
unit, course, semester, program, or school year.
- The tests, assignments, or projects are used to determine whether students have
learned what they were expected to learn. In other words, what makes an
assessment “summative” is not the design of the test, assignment, or self-evaluation,
per se, but the way it is used—i.e., to determine whether and to what degree
students have learned the material they have been taught.
- Summative assessments are given at the conclusion of a specific instructional
period, and therefore they are generally evaluative, rather than diagnostic—i.e., they
are more appropriately used to determine learning progress and achievement,
evaluate the effectiveness of educational programs, measure progress toward
improvement goals, or make course-placement decisions, among other possible
applications.
- Summative-assessment results are often recorded as scores or grades that are then
factored into a student’s permanent academic record, whether they end up as letter
grades on a report card or test scores used in the college-admissions process. While
summative assessments are typically a major component of the grading process in
most districts, schools, and courses, not all assessments considered to be summative
are graded.
  Examples for Summative Assessment
 Standard Testing
 Hands-on Performance Task
 Clinical Interview

2. Discuss the importance of constructive alignment of learning outcomes and assessment tasks/activities.

3. What are the components of summative assessment?

4. Define grading and reporting.

 Grading
- a way for educators to evaluate each individual student’s performance and learning.
Grading can include letter grades, percentages and even a simple pass/fail. Grades can be
attached to physical activities like writing assignments, lab work, projects, reports and
tests. They can also be assigned to more nebulous activities that a teacher feels are
important to the learning experience. These can include participation, attendance,
classroom behavior and even effort.
- The purpose of a grading system is to give feedback to students so they can take charge of
their learning and to provide information to all who support these students—teachers,
special educators, parents, and others. 

 Reporting
- Reporting is the process used to communicate relevant information about a student's
progress, knowledge that is gained from assessing and evaluating student learning.
- The purpose of a reporting system is to communicate the students’ achievement to
families, post-secondary institutions, and employers. These systems must, above all,
communicate clear information about the skills a student has mastered or the areas where
they need more support or practice.