LECTURE 4

Types of
criteria-based
assessment
 FORMATIVE ASSESSMENT
Formative assessment can be carried out
which will be ongoing all through to the
end of the course. It allows both the
teacher and the learner to develop and
improve their knowledge as the course
progresses. This assessment will be
practical activities, question and answers,
assignments or reports which will be
documented throughout the course.
FORMATIVE ASSESSMENT
⦿ Who was assessed?
⦿ What was assessed?
⦿ Date and time of assessment
⦿ Where assessment took place
⦿ Others involved in the assessment
⦿ Why and how assessment took place
⦿ Result
⦿ Feedback
 FORMATIVE ASSESSMENT

⦿ · Record
of students’ progress.
⦿ · Indicates date of assessment.
⦿ · Grade achieved – pass or refer.
⦿ · Date Unit/Assignment completed
⦿ · Can be computerized or hand written
⦿ · Ensure relevant legislation is followed.
⦿ · Can be used for audit purposes.
 TYPES OF FORMATIVE ASSESSMENT
-Observations during in-class activities; of students non-verbal
feedback during lecture;
-Homework exercises as review for exams and class discussions);
-Reflections journals that are reviewed periodically during the
semester;
-Question and answer sessions, both formal—planned and
informal—spontaneous;
-Conferences between the instructor and student at various points
in the semester;
-In-class activities where students informally present their results;
-Student feedback collected by periodically answering specific
question about the instruction and their self-evaluation of
performance and progress;
 FORMATIVE ASSESSMENT
Traditionally, the teacher acts as a person who is
responsible for teaching and evaluating the
learner. However, it is also necessary to pay
attention to the role played by the learner and
his peers in teaching. In most cases, the teacher
is only responsible for creating and
implementing an effective learning
environment, while the learner is responsible
for learning in this environment and the results
achieved by him.
Within the framework of the theory of formative assessment,
the basis for the process of supporting students should
be the following three questions:
“At what stage of the learning are the students?",
"Where do they seek in their teaching?","What needs
to be done to help them achieve this?".
 FORMATIVE ASSESSMENT
The data indicate that formative assessment consists of five
key strategies:
⦿ Clarification of expected results and evaluation criteria;

⦿ Forming effective discussions and interactions in the class,

which will indicate the understanding of students;
⦿ Providing feedback, which will stimulate students to achieve
results;
⦿ Involving learners as sources and resources of mutual
learning;

⦿ Student becomes the "creator" of his knowledge.

 FORMATIVE ASSESSMENT
⦿ During formative assessment students are provided
with continuous feedback. Marking and grading do not
take place.
⦿ Formative assessment is carried out using different
ways and methods (questionnaire, practical work,
laboratory work, project, test and etc.) on the different
levels of academic activity (process of topic
explaining, accomplishing tasks, checking the tasks,
etc.).
⦿ Individual, paired and group forms of work
organization is used.
⦿ In the result of formative assessment teacher timely
corrects academic process, reduce possible gaps and
errors of students before conducting external
summative assessment.
 FORMATIVE ASSESSMENT

⦿ During formative assessment students achieve learning

objectives in accordance with subject programs by subject.
⦿ In case of absence of student by reasonable excuse (illness,
death of close relatives, participation in conferences,
competitions and scientific competitions), missed material
should be learned during two weeks with subsequent
achievement of learning objectives after arriving the student
to school.
⦿ Results of formative assessment are taken into account during
calculating term and annual grades.
 SUMMATIVE ASSESSMENT
At the end of the course, it is necessary to
have a summative assessment to ensure
that the aims and objectives of the course
have been met. For example when I teach
science, the final exam will be a written
paper to assess students’ knowledge of
subject, and a practical assessment to
observe the skills that have been
mastered.
 TYPES OF SUMMATIVE ASSESSMENT
Examinations (major, high-stakes exams)
Final examination (a truly summative assessment)
Term papers (drafts submitted throughout the semester
would be
a formative assessment)
Projects (project phases submitted at various completion
points
could be formatively assessed)
Portfolios (could also be assessed during it’s
development as a
formative assessment)
Performances
Student evaluation of the course (teaching effectiveness)
Instructor self-evaluation
SUMMATIVE ASSESSMENT
Summative assessment is conducted
with the aim to determine the level
of students’ academic achievement
after completing learning
sections/cross-cutting themes of
subject program and particular
academic period (term, academic
year) with marking and grading.
 SUMMATIVE ASSESSMENT
For subjects with weakly loading of 1-2 hours
the summative assessment for term in not
exceeding 40 minutes. For subjects with
weakly loading of 3 hours and more the
summative assessment for term is not
exceeding 80 minutes. This norm of timing
is applied for language subjects except for
“speaking” part. Assessment of “speaking”
skill should be conducted during the week
of summative assessment.
 SUMMATIVE ASSESSMENT
⦿ Marks for summative assessment for
section/cross-cutting theme are given in
accordance with descriptors, summative
assessment marks for term are given in
accordance with mark schemes.
⦿ To ensure objectiveness and transparency
of assessment of students’ results
teachers conduct moderation process of
summative work for term.
SUMMATIVE ASSESSMENT
⦿ Moderation of summative
assessment for term is intended to
discuss the results of summative
assessment papers to standardize the
assessment.
⦿ Moderation is conducted by teachers
of one subject and one parallel.
 SUMMATIVE ASSESSMENT

⦿ School administration together with the Heads of

Methodical Units shall plan the time and venue for
moderation in advance, approve the Moderation
Meetings Chairperson, who will regulate the
process of discussion. Moderation Meetings
Chairperson can be a Head of Methodical Unit or
any other teacher.

⦿ Before moderation the summative works of

students for term should be preliminary checked by
teachers.
Norm-referenced assessment