Joanna Marie B.

Alvarico BSED-III (English)

Comparison between formative, summative, and assessment as learning

FORMATIVE
 Assessment during instruction.
 Is designed for those not directly involved in daily learning
and teaching.
 Needs to involve the student.
 Check the students understanding through the instructional
unit.
 To enable teachers to determine next steps in advancing
student learning.
 Creating differentiated teaching strategies and learning
opportunities for helping the students towards learning.

 Assist in future lesson  Students are involved in

planning. acquiring knowledge.
 They both need to  Enhance students’
involve.  Ways to assess motivation and confidence.
 Opportunities to give student learning.  Provides feedback
and receive feedback.  Use to keep track at
student’s progress in
SUMMATIVE relation to learning.
 Assessment after the instruction.  Needed to be involved ASSESSMENT AS LEARNING
 Is designed to assist teachers and students. in learning process.  Assessment before the instruction.
 Does not need to involve the student.  Is designed to guide the student’s learning.
 To assess what students have learned at the end of  Looking forward to new  Self-evaluation of every student.
the unit. knowledge or learning.  To find out what the students know before
 To inform parents or others of student’s proficiency  Provides learning goals instructional planning begins.
in relation to learning outcomes. for the students.  To guide and provide opportunities for each
 Use methods to measure student learning that have  Provides processes or student to monitor and critically reflect on
been deliberately designed to assess how well opportunities for their learning.
students have learned and are able to apply their students to be  Provide exemplars and models of good
learning in different context. competitive. practice and quality work that reflect
learning outcomes.
 How can the teacher ensure that learning takes place inside the classroom?

 By assessing pupils, teachers can ensure that learning takes place inside the classroom. Assessment aids teachers in
the same way that it aids students. Teachers can analyze their own teaching effectiveness on a regular basis. It also
enables teachers to ensure that students learn what they need to know in order to meet the learning objectives. There
are three types of Assessment which can really help the teachers to observe or monitor the learning of their students.
These were the Assessment for, as, and of learning. This could definitely measure if a student really learns or not.
Giving appropriate assessments will let the teachers have an effective teaching or for the students to reflect on their
own learning. On the other hand, if assessment is not correctly implemented in the classroom, it is possible that
students will not be able to meet the learning standards. As an example. After an English teacher has completed
discussing modal verbs, she decides to give a long quiz with numbers ranging from 1 to 50. When the teacher
checked the long quiz, she discovered that the average class grade was 65 percent, well below the passing mark. The
teacher can easily see that her students aren't learning the topic fully.  In this situation, she will need to re-teach her
lesson or change her teaching strategy so that the students can keep up. This is the reason why assessment should be
ongoing. There should be an involvement of the students most importantly during the discussion because this is the
time where they can be able to ask something that they think not clear for them. Teachers should always ask things in
relation to his/her teaching. Feedback is very important in teaching-learning process. As a teacher, we should be
careful in ending our discussion as there are two possible things why students don’t ask after the discussion. It is
whether they fully understand the lesson or they really understood nothing about it.