TY - GEN

T1 - The Design and Implementation of an Assessment Method Combining Formative and Summative Use of Assessment

AU - Nielsen, Sanne Schnell

AU - Dolin, Jens

AU - Bruun, Jesper

AU - Jensen, Sofie Birch

PY - 2018

Y1 - 2018

N2 - The two key purposes of assessment, formative and summative, often contradict each other when attempted used simultaneously. Summative assessment of learning will generally prevent formative assessment for learning. Moreover, in order to be useful and manageable, the assessment method must be easy to integrate into and should ordinary teaching. This study explores how such an assessment method, called the Structured Assessment Dialogue (SAD), could be designed and the rationale behind it. Then the study investigates the challenges and benefits perceived by teachers related to the uptake of SAD in their daily practice. The SADs were undertaking in science, technology and mathematics in primary and secondary schools in Denmark and Finland. The data used in this study include teacher-generated preparation and reflections forms, interviews with teachers,and an open-ended questionnaire.Our findings suggest that SAD holds prospects for fulfilling the purposes for both formative and summative assessment, with the highest prospects related to formative assessment purposes and characteristics. However, it needs time, change of classroom culture, and adjustments and careful implementation and routine building. In addition, teachers must be proficient in addressing the different aspects and levels of competences throughout the SAD.

AB - The two key purposes of assessment, formative and summative, often contradict each other when attempted used simultaneously. Summative assessment of learning will generally prevent formative assessment for learning. Moreover, in order to be useful and manageable, the assessment method must be easy to integrate into and should ordinary teaching. This study explores how such an assessment method, called the Structured Assessment Dialogue (SAD), could be designed and the rationale behind it. Then the study investigates the challenges and benefits perceived by teachers related to the uptake of SAD in their daily practice. The SADs were undertaking in science, technology and mathematics in primary and secondary schools in Denmark and Finland. The data used in this study include teacher-generated preparation and reflections forms, interviews with teachers,and an open-ended questionnaire.Our findings suggest that SAD holds prospects for fulfilling the purposes for both formative and summative assessment, with the highest prospects related to formative assessment purposes and characteristics. However, it needs time, change of classroom culture, and adjustments and careful implementation and routine building. In addition, teachers must be proficient in addressing the different aspects and levels of competences throughout the SAD.

M3 - Article in proceedings

T3 - ESERA Conference Proceedings series

SP - 1468

EP - 1479

BT - Evaluation and assessment of student learning and development: Part 11, Strand 11

Y2 - 21 August 2017 through 25 August 2017

ER -