This post is a response towards the summative assessment and the processes influencing it. Although I may not be able to reflect on the process of developing and using summative assessments, or even the data acquired from such - because I am not yet a classroom teacher - I can reflect on my understanding of and thoughts about the use and creation of summative assessments.
Throughout my journey towards becoming an educator, I have come to understand the many forms of assessment and which are the most valuable to both the student and the teacher as well as the time-implications for both the students and teacher (aka Usability). It is important to keep both of these in mind – and not only that, but also to remember to ask yourself, as the teacher, if the assessment you are creating has validity and reliability. In other words, are the assessments able to appropriately measure student learning and are they accurately doing so?
It is also very important to think about how you are creating your assessments – are they subjective or objective? Objective assessments contain questions with either a right or wrong answer whereas subjective assessments contain questions that are often open ended and require an argument or opinion from the answerer. Personally, I like the idea of the subjective more so than that of the objective. I feel that the objective doesn’t require as much critical thinking in its completion.
Subjective assessments might include essays, large projects, problem-solving questions, and performance-based tasks/tests. These would all require that of a rubric so that the teacher does not grade solely on opinion and so that the students have an idea as to what the teacher is looking for. Objective assessments include the much-easier-to-grade yet longer-to-create types: Multiple Choice, True/False, Matching, and Completion. I like some of these more so than others. Multiple choice and True/false, in my opinion, should only be used in pre-assessments (or diagnostic assessments) for the reason that these can be easily guessed on and do not demonstrate student learning as well as other forms of assessment do.
As a future teacher, I will definitely be mindful of how I am measuring what my students are learning and as of right now, I personally prefer the more subjective forms of assessment that require rubrics. I like rubrics…
Below are a few fun comics strips I found when I searched on google the combination of "summative assessment" and "comics"... Enjoy!