Category Archives: summative assessment

Quote of the day

Posted on February 25, 2013 by Sally Jordan

Reading through my notes on some of the many assessment papers I have read, I’m finding a few of those ‘sit up and take note’ quotes; things (sometimes very obvious) that other people somehow manage to say so much better … Continue reading →

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Formative or summative logarithms

Posted on February 5, 2012 by Sally Jordan

I’ve posted before about the fact that whilst students usually engage quite well with formative-only iCMA questions, when the going gets tough, they are inevitably more likely to guess than is the case when the mark counts. When I eventually get … Continue reading →

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Summative and formative are not opposites

Posted on January 20, 2011 by Sally Jordan

I promise that this will be my last post about the difference between summative and formative assessment per se.  It seems to be something that bothers people; maybe I’ve caught the bug! I used to imagine a continuum that had … Continue reading →

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Summative assessment is not the same as giving marks

Posted on December 1, 2010 by Sally Jordan

The title of this post may sound contradictory. If we give students marks, the assessment is summative. Right? Not necessarily. It is perfectly possible to tell students their ‘mark’ for an assignment but for that mark not to count towards … Continue reading →

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Why don’t the marks go up?

Posted on September 8, 2010 by Sally Jordan

Given tha amount of work that we put into formative assessment, why don’t students do better in summative assessment? This was one of the recurring themes at the EARLI/Northumbria Assessment Conference, first raised in Liz McDowell’s keynote. Liz wondered if … Continue reading →

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Continuous or terminal assessment?

Posted on September 7, 2010 by Sally Jordan

I’m a bit slow on the uptake. I’ve now moved on from the EARLI/Northumbria Assessment Conference in Northumberland to ALT-C 2010 in Nottingham, with a day of walking, a day of writing and a day of interviewing in between. Before my thinking gets … Continue reading →

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Assessing achievement, not ‘being alive’

Posted on September 2, 2010 by Sally Jordan

I’m at the EARLI/Northumbria Assessment Conference at the Slaley Hall Hotel in Northumberland (UK). Yesterday Royce Sadler got the conference off to a fine start with a challenging Keynote ‘Close-range assessment practices with high yield prospects’. ‘Close-range’ refers to things … Continue reading →

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