Formative and Summative Assessments

Shepard argues that If we wish to quest for seriously the use of perspicacity for learning, it is important to recognize the pervasive negative effects of responsibility tests and the extent to which externally compel testing programs prevent and direct out thoughtful schoolroom practice  (2000, p.9). Yet corrosive and his research team effect that it is possible for teachers to bridge the emphasiss mingled with summational and fictile discernment by making moldable use of summative perspicacity (2003, p.8). This essay is aimed at providing a thorough description of the disposition of the tension between pliant and summative forms of mind, and continues by providing a discussion regarding the various ship bunsal in which teachers skunk cast to overcome as swell up as integrate the 2 forms of assessment. \nI forget flak to do the latter and the antecedently mentioned by first loose a description of what assessment is, furtherto a greater extent describe f ormative and summative forms of assessments. I will also compare and blood line the two forms of assessment by drawing from the notions put ahead on various readings. I will also crusade to show how they differ in their intention, their timing, classroom methods, responses to learners work, relationship with learners, the externalise of assessment tasks and their ways of relations with assessment data. This will be followed by an analysis of the tension that exists between the two approaches of assessment, by analysing their merits, limitations and try to establish whether they can be integrated or not. Then state its implications on the teachers work. Finally conclude by justifying my position regarding formative and summative assessment.\nAssessment is a joyride used to measure of the extent of learning in individuals, which can be interpreted as the measure of learner feat however in more detail it could also be understood as the obtaining of teaching about the skills and potentials of individuals, with dual goals of prov...