Top hot organizer

Top Hot Organizer
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Institution

Top Hot Organizer
A top hat organizer is a tool in contrasting and comparing topics. Compare, and contrast is a strategy for thinking devised to compact students’ memories, eliminate confusion, and bring significant similarities and differences into consideration. The top hat organizer below compares and contrasts formative and summative assessments.
Formative Assessment Summative Assessment
Aims to assist a teacher to develop on teaching performance across a range of formalities.
Presents weaknesses and strengths in a person’s teaching and offers remedies.
Formative assessment depends majorly on trust and safety of the evaluator or the person being assessed.
The goal is to examine student learning to provide feedback that can be used by instructors in improving teaching (Lees & Anderson, 2015) and learning among students.
Summative assessment makes a judgement about teacher’s performance across the same range of formality.
Complex since it involves the provision of evidence to support a thesis (Lees &
Anderson, 2015). Among which are the grammatical loading and emphasis, exclusion or inclusion of counter-evidence.
Weaknesses in formative assessment can be used ultimately as evidence in a summative assessment, therefore, formative becomes impossible.
The goal is to evaluate learning process in students (Lees & Anderson, 2015) and ultimately compare against standards and benchmarks.
Both summative and formative assessments on information gathering are integral (Lees & Anderson, 2015).

The assessments depend on one another so much that the reality of the achievement of a student in the classroom becomes incoherent.
Summary grading in both detracts and withdraws attention away from pertinent judgments (Lees & Anderson, 2015) and the criteria for building them.
Both relate to issues of validity and reliability as usually shown in the literature.

In conclusion, top hot analyser has assisted me to develop a format to easily compare and contrast summative and formative assessments authenticated in a detailed manner. The research has reviewed and provided arguments to address how much it is important to consider summative and formative assessments in learning.
Reference
Lees, R., & Anderson, D. (2015). Reflections on academics’ assessment literacy. London Review Of Education, 13(3), 42-48.