Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes. Formative Assessment Formative assessment is predominantly used to provide formative feedback to students on their learning progress. Consequently, formative assessment happens during learning and is an integral part of learning and training. It helps students to identify, for example: How they are learning Meeting the standards expected of them for intended learning outcomes Any problems or issues they are having in meeting intended learning outcomes Any ‘incorrect’ learning of knowledge or skills Formative assessments are not marked. In principle, formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained guides teachers’ decisions in how to enhance training and learning. Formative assessment enables students to learn through the process of feedback and opportunities to practise and improve. As students reflect on and monitor their progress this process effectively becomes assessment as learning and contributes to students planning future learning goals. Summative assessment BSB42415 | BSBCRT401 Articulate, Present and Debate ideas Page 16 of 36 Learner’s Guide | V 1.0 | Jan 2017 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: Quality Manager | Next Review: Dec 2017
Summative assessment has a very different purpose to formative assessment. Summative assessment is provided at the end of the learning experience or cycle in order to gain a measure of how well the student has performed against the standards of the intended learning outcome. Summative assessment is the grading of student learning. The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against the competency criteria of the unit of competency. Assessment Resources All the learners are provided with a “Learner’s Guide” as part of their course that includes unit overview, tutorials, delivery and assessment schedule, competency requirements, assessment tasks and assessment/marking criteria. Where required, a workplace like scenario can be created through role play or ‐ ‐ setng up the necessary protocols to facilitate required assessments or project task (e.g. Role play interaction ‐ between a “Client” and “Marketing Team”). To facilitate effective assessments for this unit to competency, the trainees will also be provided with all the learning and training materials and links to additional learning resources. Trainees must ensure that they have access to all the relevant resources (e.g. computer, required software, printing and internet connection) to complete their assessments.
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- Educational Psychology, ........., Formative assessment, Macquarie Education Group Australia Pty Ltd, Macquarie Institute