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ERIC Number: EJ1060846
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 37
Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?
International Journal of Teaching and Learning in Higher Education, v26 n2 p276-286 2014
One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is necessary in order to cope with the aforementioned challenge. A combination of the two types of assessment is necessary so instructors can provide formative assessment for learning and summative assessment for assuring that the formative assessment is done appropriately. In addition, the combination of the two also aids in other instructional challenges such as time management, instructor training, and balancing coursework overload. The proposed instructional perspective is illustrated by the Assessment Clock model that shows when to conduct the various assessment tasks, their frequency, and by whom, along with supplementary explanations and clarifications.
Descriptors: Formative Evaluation, Summative Evaluation, Undergraduate Students, Time Management, Task Analysis, Student Evaluation, Teacher Education, Teaching Methods, Feedback (Response), Grading, Case Studies, Large Group Instruction, Class Size
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A