Impact of Classroom Assessment Practices of Classroom Climates

Ferdaws Baqatayan, Hussaina Ishaya-Audu, Ronald Sserwanga

University of the People
EDUC 5024 GROUP 0040B GROUP ACTIVITY
Prof. Chris Pendergraft
December 2021
Introduction
According to the University of the People “Assessment (both of
students and of self) plays a vital role in student/teacher relationships and
the classroom environment. How student assessments are created and
given can contribute to either a positive or negative student/teacher rapport
and classroom environment.”
In this collaboration, the authors will be looking at three approaches to
assessing students and the impact each approach has on the classroom
environment. The authors will also identity the educational merit of best
practices that emerge from these approaches. Finally, the role of teacher
self-assessment in creating a positive classroom environment will be
discussed.
Definition of Assessment
According to Butler, S.M. and McMunn, N.D. (2006, pg.2), “Assessment is the act of
collecting information about individuals or groups of individuals in order to better
understand them.” For Stassen, M.L.A. et al (2001, pg.5), ”Assessment is the systematic
collection and analysis of information to improve student learning.” A synthesis of these
two definitions tells us that assessments are about individuals in a group as well as the
entire group; and that better understanding of individuals and groups can help to improve
learning experience. Wisconsin’s Guiding Principles for Teaching and Learning notes that
assessment “provides valuable information for designing instruction.” Assessment,
therefore, provides teachers with information that can help them make effective decisions
on how to adapt their teaching to suit context, improve learner motivation and improve
classroom climate.
 Classroom Assessment
Frey, B.B. (2018) defines classroom assessments as “student assessments that
teachers design and administer themselves.” They “can be used before, during, or after
instruction and can be formal, with standardized procedures and predetermined scoring
criteria, or informal, consisting of brief observations.”
According to Earl L.M. et al (2006), there are three types of classroom assessments:
● Assessment of learning
● Assessment for learning
● Assessment as learning
They further argue that assessment can be a motivator for learning by stimulating the
‘intrinsic interest’ of students if it emphasizes on ‘progress and achievement rather than
failure,’ thereby boosting their confidence and reinforcing the fact that ultimately, ‘they
have control over, and responsibility for their own learning (p.7).’
Summative Assessment: Definition and Summary
Summative assessment is also known as assessment of learning. Wojtczak (2002), defines
summative assessment as “a testing which often occurs at the end the term or course, used
primarily to provide information about how much the student has learned and how well the
course was taught (p.3).” The UK QAA (2006), asserts that it “is used to indicate the extent of a
learner's success in meeting the assessment criteria used to gauge the intended learning
outcomes of a module or programme.”
Moss, C.M. and Brookhart, S. M. (2009) note that the purpose of assessment of learning in
the classroom is “to measure, certify, and report the level of students’ learning, so that
reasonable decisions can be made about students.” They are therefore associated with numerical
values as points, grades of percentages.
Summative assessment in the classroom provides information which can be used by parents
and students to make subject and vocational choices, while those conducted by external bodies
(e.g. College Placement tests, S.A.Ts, IB Diploma, GCSEs and A’Levels) are standardized and
provide information to post-secondary school institutions to support acceptance and placement,
as well as to prospective employers. They also help schools and districts to make judgments
about teacher and school effectiveness.
 Summative Assessment in the Classroom: Examples
Summative assessments can be cumulative, e.g. course work, or taken at the end of a unit, module or
term. Some examples are:
Porttfolios & Projects
These are used to show connections in
learning through the collections of reports
and artifacts. Examples of these are the
portfolios and group projects submitted
by students at University of the People.
Written Assignments
Students are tasked with writing
original pieces or analytical or creative
essays that demonstrate evidence of
learning of a given topic , concept or
idea. An example of this is the weekly
writing assignments students of UoP
submit as course work.
Tests & Quizzes
These are usually given at the
end of a module of work or the
end of a course.
Exams
These are usually given at the
end of therm or semester, and
may determine if a student is
promoted tho the next class.
Demonstration, Exhibitions,
Performances & Simulations
Students demonstrate proficiency
in oral & meida performances
and exhibitions, e.g., IB Dipolma
ToK Presentations
The Impact of Summative Assessment in the Classroom
According to Harlen W & Deakin Crick R (2002), summative tests have a negative impact
on student motivation and classroom climate for the following reasons:

● Because summative tests are usually high stakes, teachers often adopt “a teaching style
which emphasises transmission teaching of knowledge,” which is a disadvantage to
learners who favour activity and experiential learning methods.

● “Repeated practice tests reinforce the low self-image of the lower-achieving students.”

● It has been shown to lower the self-esteem of low-attainment learners.

● Most students dislike high stake tests and it raises their anxiety level. In the experience
of the authors, more final year students visit the school counsellor for anxiety related
issues and depression immediately before and after mock examinations.
 Best Practices to Decrease the Negative Impact of Summative Assessment in the Classroom

Harlen W & Deakin Crick R (2002) propose the following ideas to increase the positive and decrease the negative
impact of summative assessment.

§ Promoting learning goal orientation rather than performance orientation

§ Cultivate intrinsic interest in the subject and put less emphasis on grades

§ Adopt a teaching style that encourage self-regulated learning (including collaboration among students) and
caters for a range of learning styles

§ Provide explanations of the purpose of assessment and providing feedback that can help further learning

§ Develop a constructive and supportive ethos in relation to tests and use assessments to convey a sense of
learning progress to students

§ Involving students in decisions about testing

§ Developing students' self-assessment skills and use of learning rather than performance criteria as part of a
classroom environment that promotes self-regulated learning
Best Practice in Summative Assessment
Gunner, J. (n.d.) lists the elements of excellent summative assessments as follows:

● Authentic: the assessment contains skills which are relevant outside the classroom
● Reliable: the assessment would yield the same or similar result wherever it is taken
● Appropriate Volume: the assessment it not so lengthy as to be too daunting
● Valid: the assessment accurately tests what has actually been taught
● Varied: the assessment requires students to demonstrate a variety of skills in a variety of ways
Examples of Summative Assessments that Align with Best Practice
The best practices under summative assessment can be categorised under direct and
indirect methods. The direct methods are so useful when demonstrating what
students know and can do. The indirect best practices on the other hand help
teachers infer what what exactly learners know and can do.

Examples of direct best

practices. Examples of indirect best
● Multiple choice practices.
questions or objectives. ● Making student
● Giving written surveys
assignments ● Having consistent
● Using activity portfolios course evaluations.
in classes ● Final student grades.
Summative Assessment Sample
Name:___________________________________ Date: ________________________________

End of Unit Assessment Subject: Literature Text Type: Prose

Unit of Study: Purple Hibiscus by Chimamanda Adiche

Papa always sat in the front pew for Mass, at the end beside the middle aisle, with Mama, Jaja, and me sitting next to
him. He was first to receive communion. Most people did not kneel to receive communion at the marble altar, with the
blond life size Virgin Mary mounted nearby, but Papa did. He would hold his eyes shut so hard that his face tightened
into a grimace, and then he would stick his tongue out as far as it could go. Afterward, he sat back on his seat and
watched the rest of the congregation troop to the altar, palms pressed together and extended, like a saucer held
sideways, just as Father Benedict had taught them to do.

Q1: What does the opening paragraph of Purple Hibiscus hint to us about the story, its character and themes?
[15 marks]

Q2: How does Adiche present Eugene’s life in the novel as a whole, and what does that tell you about men in the
society at the time the novel is set?
[15 marks]
Formative Assessment:Definition and Summary
The Glossary of Education Reform (2014) defines formative assessment as “a wide
variety of methods that teachers use to conduct in-process evaluations of student
comprehension, learning needs, and academic progress during a lesson, unit, or course.”
Partin, R. L.(2009) notes that formative assessment is diagnostic because it “provides
relatively immediate feedback to aid teachers and students during the learning process
(p.242).” In other words, it provides students with immediate and specific feedback that
guides them to make adjustments to their learning, and enables teachers to adapt and
differentiate their lessons to match the progress and learning needs of the student.
Formative assessment, also known as Assessment for learning (AfL), is an integral
component of the teaching and learning process.
Black, P. & William, D. (2009) argue that “that improved formative assessment
helps low achievers more that other students and so reduces the range of achievement
while raising achievement overall.”
Formative Assessment in the Classroom: Some Examples

Exit tickets Quizzes

Teacher Feedback
conferences Homework on
seatwork

Rubrics &
Checklists Self-evaluat
ions
Learning Feedback
Learning comments
journals journals in note
books
In-class
writing Q & As
assignments
The Impact of Formative Assessment in the Classroom
Moss, C.M & Brookhart, S.M. (2009) contend that formative assessment -also
referred to as Assessment for learning (Afl) - “when used effectively, can significantly
improve student achievement and raise teacher quality. (p.1).” Moreover, it can increase
student motivation because “When teachers commit to learning as the focus of
assessment, they change the classroom culture to one of student success.”
According to Black, P. & William, D. (2009), “While formative assessment can help
all pupils, it yields particularly good results with low achievers by concentrating on
specific problems with their work and giving them a clear understanding of what is wrong
and how to put it right.”
Formative assessment encourages learners to self-assess and to build on their
strengths. Learners become more self-aware, and can identify areas for improvement.
This helps them to be able to set targets and to work to achieve them. Thus, learners are
able to take responsibility for their own learning.
Formative Assessment: Best Practices
● Share the learning goals and success criteria; make the success criteria explicit
and measurable
● Use a variety of methods (e.g., questioning, observation, interviews,
conversations, exit tickets, self-assessment, peer-assessment, think-pair-share,
etc)
● Give immediate feedback
● Give detailed, specific and actionable feedback using comments that outline
what the student needs to do to succeed.
● Teach students to self-assess & encourage student self-reflection
● Collect information and adapt your teaching to individual learner needs.
Differentiate instruction
Sample of Formative Assessments that Align with Best Practice
1. Entry & Exit slips before teaching a new topic. Entry slips asking questions about
the topic prompt the retrieval of prior knowledge while exit slips assess the extent
of learning that has taken place. An example of this in a Year 7 (Grade 6) English
grammar lesson on nouns.
Entry Slip: Exit Slip:

What are nouns? Can you classify them? Give examples of What are nouns? Can you classify them? Give examples of
each classification. each classification.

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

In this example, both entry and exit slips are the same. However, the student would be
expected to give a lot more content in the exit slip. It mirrors a pre- and post- test. Entry
and exit slips are not grade. Instead of an exit slip, a quiz could also be administered.
Sample of Formative Assessments that Align with Best Practice
2. Self-assessment or Peer-assessment: teaching students to reflect on their learning and on that of their peers
and then give feedback using a rubric or a checklist is a good way of conducting formative assessment. Instead
of using scores, smiley faces can be used to buttress the fact that the assessment is about improving and not
judging. For Example:
Year 7 Narrative Writing Self-Assessment Rubric
Name: ____________________________________________ Date: ___________________________

Aced it! Getting Not Yet

there

Introduction: My beginning engages the reader and orients them by establishing a

context and point of view.

Organization I used paragraphs to start a new idea and transition words to sequence
my writing.

Parts of a story My story had a beginning, middle and ending.

Grammar I used complete sentences. I varied my sentences to make my story

Interesting. I used statements, exclamations, questions and interjections.

Vocabulary & I used synonyms of said. I used interesting words & phrases. I checked
Spelling the spelling of words I wasn’t too sure about. I used a Thesaurus to help
me use interesting synonyms for common words.
Definition Criterion-Referenced Assessment
● A criterion-referenced test is one that is designed to produce results that
may be directly interpreted in terms of predetermined performance
standards. Individual performance criteria are typically defined by
identifying a class or domain of tasks that the individual should do.
(Glaser and Nitko, 1971. p. 653)
● Brown defined criterion referenced assessment as, “An evaluative
description of the qualities which are to be assessed (e.g. an account of
what pupils know and can do) without reference to the performance of
others.” (Green, Sylvia. 2002).
● A type of assessment that provides a measurable measure of performance
within a well defined and restricted domain of learning task (Reganit et.
al., 2010). (Teacher Training. 2017).
● Used to describe student performance according to a specified domain of clearly defined learning
tasks (Gabuyo, 2012).
● A standard used to measure whether or not the objective has been achieved (Buendicho, 2010).
● One of the goals of criteria referencing is to concentrate on individual evaluations based on
performance descriptions at various levels compares to that of others.
● In schools, criterion-referenced evaluations are used to look at specific knowledge and abilities
that pupils have acquired. This tells you how close they are to mastering a particular benchmark.
They give teachers the opportunity to evaluate how they might help pupils progress in specific
areas. Criterion-referenced assessments will show you where your students are in relation to a
common benchmark, allowing you to adapt instruction and support for them. Driving tests,
end-of-unit exams in school, and clinical skill competency instruments are all instances of
criterion-referenced assessments. (Harappa. 2021)
● The criteria are used to "describe, clarify, and convey requirements; contextualize and fine-tune
expectations; allow judgment substantiation; safeguard against subjectivity and bias; maintain
fairness; and give a defensible framework for judging" (Scarino, 2005, p. 9). (Burton,K. J. 2006)
 How to interpret criterion-referenced tests
Criterion-referenced tests compare a
person’s knowledge or skills against a
predetermined standard, learning goal,
performance level, or other criterion. With
criterion-referenced tests, each person’s
performance is compared directly to the
standard, without considering how other
students perform on the test.
Criterion-referenced tests often use “cut
scores” to place students into categories such
as “basic,” “proficient,” and “advanced.”
(Renaissance Learning. nd).
 WAYS TO SCORE A CRITERION REFERENCED ASSESSMENT
There are many ways to score such an assessment. Among them, we can
find:
and (Harappa. 2021) (Heisler, Russell. 2018)•
 Criterion Referenced Assessment Sample
The New Jersey Grade 6 Language Arts Anchor Standards for Writing for Text Types and
Purposes has this as as standard:
NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.

An assessment of this standard could be an essay of the following topic:

● Should smoking in public places be banned?

This would require the student to analyze the arguments for and against banning smoking
in public places, and would require the student to provide ‘relevant and sufficient’
evidence to support each side of the argument. The writing would be assessed against
distinct criteria provided in a rubric.
 Criterion Referenced Assessment Sample contd.
An example of a simple rubric that could be used to assess the task is given below:
Score Purpose, focus & organization
5 Writing fully & competently answers the
prompt presenting both sides of the
argument.
3 Writing partially answers the prompt
presenting both sides of the argument
very briefly.
1 Writing barely and briefly answers the
prompt. Single side of argument briefly
discussed.Ideas are unclear.
0 Writing does not answer the prompt.
Both side
Reasoning & Evidence
Writing gives the audience substantial
and accurate evidence to support each
argument presented. Evidence is
credible and sources given.
Writing gives the audience some
evidence for some of the points showing
the author understands the topic.
Evidence is weak and sources not
always given.
Writing gives the audience simple and
unconnected evidence showing a lack of
understanding of the topic.
Very little evidence and/or confusing
evidence given. No sources cited.
No evidence or sources used to support
claims.
Conventions of Standard English
Effective use of sentence structures,
punctuation, capitalization and spelling.
Language is formal.
Somewhat effective use of sentence
structures but with errors. Some errors in
punctuation, capitalization and spelling.
There is a mix of formal and informal
language.
Limited sentence structure used.
Frequent and multiple errors in
punctuation, capitalization and spelling.
Language more often than not is formal.
Writing shows a lack of understanding of
conventions of standard English.
Types of Assessment; Comparison and Contrast

The Three
Approaches to
Assessing
Students
Formative Assessment – is a type of assessment that It is used by students to create goals Exit Slips, Games,
uses both formal and informal methods to track and Whole and future stages, as well as by Pretest,3-2-1
provide feedback on a student's grasp of certain learning Class teachers to inform their instruction.
objectives. Formative assessment is done on a regular
basis and is not usually evaluated.
Summative Assessment – Students' learning, skill Whole The student's demonstration of Project, Portfolio,
gain, and achievement are evaluated via a culminating Class understanding. Test, Term Papers
evaluation. It usually takes place at the conclusion of a
unit, lesson, semester, or year. It is graded and is
frequently referred to as "high-stakes" testing.

Criterion-Referenced Assessment – measures student Whole High-stakes: used to make judgments Multiple choices,
performance against a fixed set of standards or criteria Class about students, teachers, schools, and true/false. Short answer
that are predetermined as to what a student should be so on’ or a combination. Can be
teacher designed.
able to do at a certain stage in education. The score is
Or (Sfarnsworth. 2018)
determined by the number of correct questions .
Low-stakes: used to make decisions
about students, teachers, schools, and
so on: also used for student
achievement, adjusting instruction,
etc.)
Comparison and Contrast of the 3 Types of Assessment
Criterion
Summtive Formatiive
Referenced

Assement takes place during the learning process

Assement takes place after the learning process

The purpose is to improve student learning

The purpose is to evaluate student’s learning

It is process oriented

It is product oriented
Comparison and Contrast of the 3 Types of Assessment contd.
Criterion
Summative Formative
Referenced

Produces qualitative data (i.e., has statistical value)

Produces quantitative data (i.e., has descriptive value)

Provides useful data for the individual student

Provides useful data for administrators

Provides useful data for prospective employers and

external institutions
Provides useful data for teachers
Comparison and Contrast of the 3 Types of Assessment contd.
Criterion
Summative Formative
Referenced

Can be done in-class

Can be taken externally

Can be embedded in the lesson plan

Scaffolded (teacher supported)

Independently performed
 The Role of Teacher Self-Assessment in Creating a Positive
Classroom Climate
• Teacher self-evaluation strives to help teachers improve their performance in their
own unique style.
• It assists teachers in incorporating critical reflection techniques into their own actions
and creating a positive school climate (Berry, 2008).
• Teachers' self-evaluation encourages them to take responsibility for their work and
enhances their personal control and ownership of their professional development in
the classroom. The instructor can also develop decisive abilities to establish a pleasant
environment by using the classroom review.
• Furthermore, self-assessment aids instructors in gaining a better understanding of
their own abilities and objectives. Classroom teachers' self-evaluation reinforces and
enhances positive conduct (Higgins, Hartley, & Skelton et al., 2002).
References:
● Berry, Rita and Kennedy, Kerry J. 2008. Assessment for Learning. Hong Kong
University Press
● Earl, L. M., Katz, M. S., Manitoba., & Western and Northern Canadian Protocol for
Collaboration in Education. (2006). Rethinking classroom assessment with purpose
in mind: Assessment for learning, assessment as learning, assessment of learning.
Winnipeg: Manitoba Education, Citizenship & Youth.
● Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and
evaluation (Vols. 1-4). Thousand Oaks,, CA: SAGE Publications, Inc. doi:
10.4135/9781506326139
● Formative Assessment. (2014, April 29). Great Schools Partnership. Retrieved
December 25, 2021, from https://www.edglossary.org/formative-assessment/
licenced under Creative Commons Attribution 4.0.
 References
● Gabuyo. Y. A. (Feb 12, 2013). Professional Education vi “Assessment of Learning” (Basic
Concepts). Retrieved from:
https://www.slideserve.com/aden/professional-education-vi-assessment-of-learning-basic-con
cepts-prof-yonardo-agustin-gabuyo
● Gunner, J. (n.d.) Effective Summative Assessment Examples for Classrooms. Retrieved from
https://examples.yourdictionary.com/effective-summative-assessment-examples-for-classroo
ms.html
● Higgins, R., Hartley, P., & Skelton, A. (2002). The Conscientious Consumer: Reconsidering
the Role of Assessment Feedback in Student Learning. Studies in Higher Education, 27.
Retrieved from:
http://www.dpod.kakelbont.ca/bibliography/Higgins%20et%20al.%20-%202002%20-%20Th
e%20Conscientious%20Consumer%20Reconsidering%20the%20role.pdf
● Harappa.( October 8, 2021). Criterion-Referenced Test: Definition, Examples, and Types.
Retrieved from:
https://harappa.education/harappa-diaries/criterion-referenced-test/#heading_3
References
● Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative
assessment and tests on students' motivation for learning. In: Research Evidence in
Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of
Education, University of London. Retrieved from
https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=107
● Burton,Kelley J.. (2006). Designing criterion-referenced assessment. Journal of
Learning Design 1(2). Retrived from:
file:///C:/Users/ASUS/Downloads/Designing_criterion-referenced_assessment.pdf
● Moss, C. M., & S.M., B. (2009). Advancing Formative Assessment in Every
Classroom: A Guide for Instructional Leaders (1st ed.) [E-book]. ASCD.
https://doi.org/10.12691/education-6-5-34.
● New Jersey Student Learning Standards. State of New Jersey Department of Education.
Retrieved from https://www.state.nj.us/education/aps/cccs/lal/
References
● Partin, R. L. (2009). Classroom teacher’s survival guide: Practical strategies, management
techniques and reproducible for new and experienced teachers. John Wiley & Sons,
Incorporated,
● Sfarnsworth. (September 21, 2018 ). Assessment Types Explained for Educators. Retrieved
from; https://shaelynnfarnsworth.com/2018/09/21/assessment-types-explained-for-educators/
● Teacher Training, Assessment of Learning. (April 5, 2017). Criterion-Referenced Test.
Retrieved from;
https://www.elcomblus.com/criterion-referenced-test-definitions-and-samples/
● Voza, L. (2020, June 30). Disadvantages of Assessments for Learning.
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assessments-learning-8151070.html
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