Summative Assessment

Summative Assessment
Name
Institution

Summative Assessment
The cumulative evaluations utilized in the measurement of student growth and usually given at course end with the aim of determining whether the learning goals which are of long-term have been met are referred to as the summative assessment. In other words, summative assessment can be understood as collective evaluations of the student knowledge, success learning or the proficiency at the end of the period of instruction like the course, unit or program as suggested by Mindes (2015). Summative assessment is much essential in assessing the students deeply because it is frequently heavily weighted and graded formally.
This particular assessment is mainly used in evaluating the student skill acquisition, learning, as well as the academic accomplishment at the end of the instructional period that is defined classically at the end of the course, program, semester, unit, school year or course. The summative information which is normally of high quality shapes the way on how the teachers customary organize their curricular or the specific courses schools they are offering to their students.
In my classroom, summative assessment is employed heavily in these three main criteria. The first criterion involves assignments, tests and the assignments which are used mainly by our teachers/lecturers in determining whether “we” the students have exactly learned what we were expected and required to learn. The tests and assignments are employed heavily, in this case, to define whether an exact degree the students have finally learned particular material which they have been taught.

In my classroom, we are given several summative assessments at specific instructional duration’s conclusion. It implicates that this particular assessment is commonly evaluative rather than being diagnostic this means that it is through this particular assessment that our lecturers use in determining the learning achievement and progress.
In this classroom, the assessment evaluates educational programs’ effectiveness, measure the progress in the direction of the improvements goals and make the decisions of the course placement. Although not all assessments which are summative are graded, our classroom employs much the act of grading when their results are frequently recorded in the form of grades and scores from where the two get factored into our academic record that is permanent; report cards. In general, our classroom this particular assessment is used in the form of the end of chapter and unit tests, end of the semester or term exams as well as the assessment which are State-mandated.
I accord the statement made by Valencia because the writer has observed what is trending in the current world regarding the assessment of the students. The evolving world has made the teachers to base their argument that the students when they are given multiple choices they do not concentrate more on what is being taught. The act of making the students construct actively of the sensible sentences implicates that the students will be more attentive. Reading the sentences which are constructed by the students makes the teachers understand how the students get various concepts.
Doing away with the multiple choices is another vital element which enables the students to apply what they have learned in diverse ways, and this assessment contributes much in making the students understand the concepts learned in the classroom more clearly. The measures of the formal tests being emphasized less while putting more emphasis on the observations made by the teachers and employing self-evaluation of the students that are later collected to be assembled in the portfolios. Continued assessment of the students when put together puts a clear picture regarding the student’s ability and specific ways in which teachers can aid various students basing on their diverse abilities and skills (“Assessment in Literacy,” 2017).
References
Assessment of Literacy. (2017). Retrieved from http://www.literacy.uconn.edu/evalit.htm
Mindes, G. (2015). Summative Assessment. SAGE Publications Ltd. doi:10.4135/9781473931794