What is the best way to design assessments that balance formative and summative feedback?

As someone who is not an academician, I view assessments differently and believe that they should be aligned with specific goals. Students have different objectives, the evaluation process must consider these differences. Summative assessments should be used as a benchmark to evaluate student performance. Create a formative assessment to support student's goals. For instance, if a student scored 30% on a summative evaluation, their goal should be to reach 50% on the next assessment. The formative assessment must then provide feedback to support the student's efforts to curate a path towards their desired goal. Ultimately, feedback is the most important tool for identifying goals and developing a clear path forward, regardless of its format.

I'm a little confused by the question. Not sure what 'balance' means in this context. I'm going to assume this is part of a 'summative' assessment. If that's the case you need to refer to the LOs and the grading criteria to outline the rationale for the summative grade that you have provided. Alongside this, it is good practice to include 'next step' information that can support the student's improvement in future assignments. Try to focus on only one or two formative points, else they get too diluted. All that said, I don't think it's a case of balancing feedback, rather simply being clear. You also need to foster an environment in which students feel they can approach you after an assessment for discussion if needed.

Begin with the end goal in mind, ensuring balance as a natural outcome. When formative feedback (FFB) is consistently accurate and transparent, it leads to consequential summative feedback (SFB). Any imbalance signals a misalignment with final objectives, indicating that the FFB didn't align with actual expectations. Assessments should explicitly track progress toward the ultimate outcome. Employing diverse assessment methods and comparing results against desired performance are crucial. This approach informs students about the consistency of their rhythm, approach, and efforts. A significant contrast between SFB and FFB suggests unexpected progress or a disconnect between teaching-assessment methods and the desired outcome.

Assessment has been defined as the collection, interpretation, and use of information to help teachers make decisions that improve student learning. It is a systematic process of gathering information about what a student knows, is able to do, and is learning to do. It is vital to the education process and is an integral part of instruction that enhances, empowers, and celebrates student learning. Assessment results help in planning for instruction and learning. The test items should be closely related to curriculum objectives to ensure content validity. An effort should be made, particularly in largescale testing, to ensure that testing conditions are uniform across a range of contexts in which the test is administered.

State a clear learning objectives before you guide students: As a learning facilitator, 1 Provide a prompt constructive feedback 2 Create a culture of peer assessment 3 Encourage self-assessment to cultivate independent life-long students 4 Create opportunities for self-reflection 5 Encourage continuous self-mastery through practice

Developing clear criteria, constructive feedback leads to activities that engage students and foster creativity while defining a roadmap for success. This session will focus on developing efficient rubrics for effective outcomes A number of varied assessments should be integrated throughout the course to cater to differentiated learning styles. These should always be clearly aligned with and cover all dimensions of the learning outcomes. Formative assessments are for performance enhancement and could include: quizzes, tests, essays, homework for credit, lab reports. Summative assessment is used for performance assessment could include: quizzes, active questioning during and at end of class projects, presentations, essays, book reviews,

It is the teacher's role to provide constructive feedback to the students for performance enhancement. During formative assessment it is important to let students know about their achievable target, modify instruction according to the assessment results, involve students in the process of assessment and to create opportunities for learners to have some control of what goes in a classroom as well as to provide learners with choices regarding their needs, interests, learning styles in order to accomplish the assigned task/s. For Summative Assessment the instructor's role should be to: Develop test items measuring the outcomes Follow test administration procedure Use results to help students achieve the curriculum benchmarks

The following considerations are important while developing assessments. 1. Test items should be closely related to curriculum objectives to ensure content validity. 2. Reliability can be achieved through providing the assessors with clear and easy to use marking schemes, as well as, their training, wherever possible, in using these marking schemes. 3. Practicality: A good test can be administered with ease, clarity, and uniformity. If online testing is to be integrated the assessors and the students must familiar with the LMS. Once the results are received they should be used to identify the areas of improvement and instruction should be modified accordingly to achieve the learning outcome.

La rétroaction formative et la rétroaction sommative sont deux types de rétroaction essentiels pour des évaluations efficaces. La rétroaction formative se concentre sur l'amélioration continue de l'apprentissage en fournissant des informations spécifiques et des suggestions pour progresser. La rétroaction sommative, quant à elle, évalue le niveau de maîtrise atteint à un moment donné. Pour équilibrer ces deux types de rétroaction, il est utile d'utiliser des outils tels que des rubriques d'évaluation détaillées et une variété de méthodes d'évaluation telles que des tests, des projets et des discussions en groupe.

Constructive feedback: Does the feedback relate to the assessment criteria? Is it linked directly to the student’s work? Is the feedback timely? Is it understandable to the learner? Does it include positive as well as negative comments? Feedback sandwich – positive-negative-positive Does it clearly prioritise areas for improvement? Does it focus on action points: what does the student needs to do to improve next time? Perform early assessments of pupils’ needs and characteristics. Use early assessment information when planning. Include lower-level and higher-level objectives. Include a range of teaching strategies to fit pupils’ needs. Include assessment strategies in lesson plans and use these during the lesson.