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This paper examines the positive aspects and potential problems in the discourse of transition from summative to formative assessment of oral language development of Chinese secondary students. The discussion includes concepts such as teacher observation, feedback, testing, and the views of teachers on oral language summative assessment.
For residents who have transferred into the
program, written verification of prior educational experience and a summative competency-
based performance evaluation should be available in the resident files for site visitors to
review. Examples of verification of previous educational experiences could include a list of
rotations completed, evaluations of various educational experiences, procedural/operative
The Skills framework for 3 to 19-year-olds in Wales (Welsh Assembly
Government, 2008) makes it clear that teachers need to respond to
learners where they currently are in their learning, not where they
think they ought to be according, for example, to their age. Effective
assessment procedures (formative, diagnostic and summative) will
provide teachers with the necessary evidence for them to tailor the
specific teaching of writing skills to meet individual needs within the
Summative evaluation focusses on programs that are already
underway or completed. It investigates the effects of the program,
both intended and unintended. It seeks to answer the questions “Did
the program make a difference?”(impact evaluation) and “Did the
program meet its stated goals and objectives?”(outcome evaluation).
In its most rigorous form the design of an outcome evaluation can
become very complex in order to rule out any other plausible
explanations for the results.