Concept Map Paper
Formative assessment is a continuous type of assessment that is conducted during the learning process to provide feedback to students and guide their learning. It is designed to help students understand their strengths and weaknesses and to identify areas where they need to improve (Ghasemi et al., 2020).
Learners also learn to become more self-directed learners through feedback that help learners identify areas of improvement and help learners take an active role in their learning. Formative assessment can take many forms, including quizzes, class discussions, group work, and self-assessment. It can be formal or informal, and it can be conducted by teachers, peers, or students themselves. For this lesson, I will use quizzes to evaluate my learners.
Quizzes are a form of formative assessment that can be frequently administered in-class sessions and provide immediate feedback to students. For instance, I will provide random quizzes to learners during my lesson. Learners will be allowed to provide their feedback either in groups or individually according to the requirements of each quiz. I will then provide timely feedback to learners during the lesson.
According to Massey et al. (2022), quizzes help learners understand what they know and what they need to improve. Learners can also develop their knowledge and skills as they engage in quizzes to reach their full potential. Additionally, teachers can identify areas where students are doing well or struggling.
Teachers can adjust teaching strategies based on the learners’ strengths and weaknesses and tailor their teaching effectively to meet learners’ needs. Adjustment can include the pace or content of a lesson based on student performance on a quiz.
Summative assessment is conducted at the end of a learning period, such as a unit or semester, to evaluate a student’s knowledge and skills (Massey et al., 2022). The comprehensive assessment provided at the end of a course or program is used to determine the final grade as well as provide a benchmark for comparing students’ performance.
Teachers can also benefit from summative assessment as it provides valuable information about the effectiveness of their instructions and the learning outcomes of their learning (Ghasemi et al., 2020). Teachers analyze the results of summative assessments and identify areas of improvement to address during the teaching process.
Summative assessment is more of a formal assessment that can take many different forms, including exams, essays, projects, and presentations. For this course, I will assess learners by administering an examination.
An examination can be administered through continuous assessment tests (CAT), end-of-semester examinations, or end-of-year tests (Massey et al., 2022). Examinations help to determine how well the students have learned the materials. Additionally, examinations help in covering a wide range of material that allow instructors to assess students` understanding of the key concepts and skills taught throughout the course (Li et al., 2020).
Also, it is possible to evaluate simultaneously various learning outcomes, including problem-solving skills, application of concepts, and knowledge retention. Finally, instructors can objectively and reliably measure learning through the use of standardized questions and grading criteria (Li et al., 2020).
Therefore, examinations can be integrated with other forms of summative and formative assessments to assess learning and understand learners` needs. I will use the examination results to help adjust how I present the content and involve learners during the lesson to enhance their learning and improve learning outcomes. This will help in boosting their grades.
Instructor Satisfaction Survey.
An instructor satisfaction survey is a tool used to gather students’ feedback regarding their course experience. The feedback from the survey helps instructors to adjust teaching strategies as they can identify areas where they are doing well and areas that require improvement (Schussler et al., 2021).
Instructors will improve in their areas of strength as well as adopt strategies to improve their weaknesses and incorporate other teaching strategies. To ascertain the learning experience of my learners, I administered a satisfaction survey that included questions on course materials, teaching styles, and the overall learning experience.
Based on the instructor satisfaction survey, progress in learning was evident. Most students were satisfied with the learning as the content was provided concisely and straightforwardly. Learners also grasped most of the knowledge shared and were satisfied with the teaching strategies employed by the teacher.
Additionally, learners acknowledged the rigorous process the teacher took to prepare adequately for the lesson to deliver precise content. Learners were also impressed that they could easily reach the instructor at any time. Based on these findings, I can attest that those learners enjoyed the experience, and I would like to do the same in my future lessons. I will always ensure that I prepare adequately for the lesson by reading from various sources and delivering content concisely while engaging my learners. The feedback will also help me in informing my professional development goals as an instructor.
Concept Map for the Relationship between Formative and Summative Assessments.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
Li L., Cong X., & Wu L.-L. (2020). Application and enlightenment of formative assessment in the innovation and development of higher education in basic medical science. Sheng li xue bao [Acta physiologica Sinica], 72(6), 743–750. https://pubmed.ncbi.nlm.nih.gov/33349832/
Massey, S., Chadha, R., Campbell, D., & Rodgers, C. (2022). The predictive strength of the End of Curriculum exam. The Journal of Physician Assistant Education: The Official Journal of the Physician Assistant Education Association, 33(1), 59–63. https://doi.org/10.1097/JPA.0000000000000407
Schussler, E. E., Weatherton, M., Chen Musgrove, M. M., Brigati, J. R., & England, B. J. (2021). Student perceptions of instructor supportiveness: What characteristics make a difference? CBE Life Sciences Education, 20(2), ar29. https://doi.org/10.1187/cbe.20-10-0238