ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS

By Maddalena Taras. 2005

699 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/edb3e2e17b114e66b39856649b84dbfa4c044fe6

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Citations in the corpus

The need to disentangle assessment and feedback in higher education (2020, background): “It becomes clear that in many cases formative assessment is merely a summative assessment with the addition of some feedback information (Taras, 2005).”
Clarifying the purposes of educational assessment (2007, background): “Perhaps we ought to question why (as has Taras, 2005, although she developed a somewhat different explanation from the one presented below)?”
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “However, formative assessment is a complex and often difficult concept which seems to hold different meaning for different people, both as an entity in itself and its relationship to summative assessment (Taras 2005 , 2008 ; Yorke 2003 ).”
Does continuous assessment in higher education support student learning? (2012, background): “In contrast, Taras (2005) argues that formative assessment is nothing more than summative assessment plus feedback, which is given to the students to improve their learning.”
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues (2008, background): “Yet that review was not without its critics (Biggs 1998) and subsequent work in the field ( Taras 2005; Harlen 2005, 2006, 2007; Gioka 2007) has started to focus on the relationship between ‘formative’ and ‘summative’ assessment with a view to highlighting the learning potential across all forms of”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, methodology): “formative assessment, this section provides an insight into why summative assessment is increasingly seen as ‘bad’, or is being ‘demonised’ (Taras 2005).”
Teacher’s perception on the implementation of the assessment process in 2013 curriculum (2017, background): “Therefore, the assessment of learning should be done continuously, to know and monitor the changes and progress achieved by learners as well as to score the student's performance, which commonly done by assessing the students’ learning outcomes (Taras, 2005 & Wojtczak, 2002).”
Importance of Assessment in ELT (2018, background): “In addition, assessments also provide teachers with useful feedback about student learning acquisition (Taras, 2005; Stiggins, 1992).”
Soft skills assessment: theory development and the research agenda (2014, neutral): “Formative assessment techniques and methods have been a topic of debate and contest in lifelong learning, education and training for some time (Taras, 2005).”
A Guide to Authentic e-Learning (2009, methodology): “The methods used to estimate student accomplishment of the course objectives can range from formative to summative (Taras, 2005) and from traditional to alternative (Wiggins, 1998).”
Student self-assessment: processes and consequences (2010, methodology): “Theories of formative assessment support the mandatory use of self-assessment (Sadler 1989 ; Taras 2002 , 2005 ), as does extensive empirical research across sectors and age ranges which signals the importance of self-assessment to support student learning (Black and Wiliam 1998 ; Boud 1995”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “Recently, Taras (2005) argued that all assessment begins with summative assessment (which is a judgment) and that formative assessment is the next step, when feedback to be used by the learner is added to the summative assessment.”