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10 Summative Assessment Examples to Try This School Year
- Teaching Strategies
- A formative and summative assessment definition
- Difference between formative and summative assessment
- Pros and cons of summative assessment
- 9 effective and engaging summative assessment examples
- Helpful summative assessment strategies
When gauging student learning, two approaches likely come to mind: a formative or summative assessment.
Fortunately, feeling pressure to choose one or the other isn’t necessary. These two types of learning assessment actually serve different and necessary purposes.
Definitions: What’s the difference between formative and summative assessment?
Formative assessment occurs regularly throughout a unit, chapter, or term to help track not only how student learning is improving, but how your teaching can, too.
According to a WestEd article , teachers love using various formative assessments because they help meet students’ individual learning needs and foster an environment for ongoing feedback.
Take one-minute papers, for example. Giving your students a solo writing task about today’s lesson can help you see how well students understand new content.
Catching these struggles or learning gaps immediately is better than finding out during a summative assessment.
Such an assessment could include:
- In-lesson polls
- Partner quizzes
- Ed-tech games
- One-minute papers
- Visuals (e.g., diagrams, charts or maps) to demonstrate learning
- Exit tickets
So, what is a summative assessment?
Credit: Alberto G.
It occurs at the end of a unit, chapter, or term and is most commonly associated with final projects, standardized tests, or district benchmarks.
Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand.
There are various types of summative assessment. Here are some common examples of summative assessment in practice:
- End-of-unit test
- End-of-chapter test
- Achievement tests
- Standardized tests
- Final projects or portfolios
Teachers and administrators use the final result to assess student progress, and to evaluate schools and districts. For teachers, this could mean changing how you teach a certain unit or chapter. For administrators, this data could help clarify which programs (if any) require tweaking or removal.
The differences between formative and summative assessment
While we just defined the two, there are five key differences between formative and summative assessments requiring a more in-depth explanation.
- Occurs through a chapter or unit
- Improves how students learn
- Covers small content areas
- Monitors how students are learning
- Focuses on the process of student learning
- Occurs at the end of a chapter or unit
- Evaluates what students learn
- Covers complete content areas
- Assigns a grade to students' understanding
- Emphasizes the product of student learning
During vs after
Teachers use formative assessment at many points during a unit or chapter to help guide student learning.
Summative assessment comes in after completing a content area to gauge student understanding.
Improving vs evaluating
If anyone knows how much the learning process is a constant work in progress, it’s you! This is why formative assessment is so helpful — it won’t always guarantee students understand concepts, but it will improve how they learn.
Summative assessment, on the other hand, simply evaluates what they’ve learned. In her book, Balanced Assessment: From Formative to Summative, renowned educator Kay Burke writes, “The only feedback comes in the form of a letter grade, percentage grade, pass/fail grade, or label such as ‘exceeds standards’ or ‘needs improvement.’”
Little vs large
Let’s say chapter one in the math textbook has three subchapters (i.e., 1.1, 1.2 and 1.3). A teacher conducting formative assessments will assign mini tasks or assignments throughout each individual content area.
Whereas, if you’d like an idea of how your class understood the complete chapter, you’d give them a test covering a large content area including all three parts.
Monitoring vs grading
Formative assessment is extremely effective as a means to monitor individual students’ learning styles. It helps catch problems early, giving you more time to address and adapt to different problem areas.
Summative assessments are used to evaluate and grade students’ overall understanding of what you’ve taught. Think report card comments: did students achieve the learning goal(s) you set for them or not?
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Process vs product
“It’s not about the destination; it’s about the journey”? This age-old saying sums up formative and summative assessments fairly accurately.
The former focuses on the process of student learning. You’ll use it to identify areas of strength and weakness among your students — and to make necessary changes to accommodate their learning needs.
The latter emphasizes the product of student learning. To discover the product’s “value”, you can ask yourself questions, such as: At the end of an instructional unit, did the student’s grade exceed the class standard, or pass according to a district’s benchmark?
In other words, formative methods are an assessment for learning whereas summative ones are an assessment of learning .
Now that you’ve got a more thorough understanding of these evaluations, let’s dive into the love-hate relationship teachers like yourself may have with summative assessments.
Perceived disadvantages of summative assessment
The pros are plenty. However, before getting to that list, let’s outline some of its perceived cons. Summative assessment may:
1) Offer minimal room for creativity
Rigid and strict assignments or tests can lead to a regurgitation of information. Some students may be able to rewrite facts from one page to another, but others need to understand the “why” before giving an answer.
2) Not accurately reflect learning
“Teaching to the test” refers to educators who dedicate more time teaching lessons that will be emphasized on district-specific tests.
A survey conducted by Harvard’s Carnegie-Knight Task Force on the Future of Journalism asked teachers whether or not “preparing students to pass mandated standardized tests” affects their teaching.
A significant 60% said it either “dictates most of” or “substantially affects” their teaching. While this can result in higher scores, curriculum distortion can prevent students from learning other foundational subject areas.
3) Ignore (and miss) timely learning needs
Because summative assessment occurs at the end of units or terms, teachers can fail to identify and remedy students’ knowledge gaps or misconceptions as they arise.
Unfortunately, by this point, there’s often little or no time to rectify a student’s mark, which can affect them in subsequent units or grades.
4) Result in a lack of motivation
The University of London’s Evidence for Policy and Practice conducted a 19-study systematic review of the impact summative assessment and tests have on students’ motivation for learning.
Contrary to popular belief, researchers found a correlation between students who scored poorly on national curriculum tests and experienced lower self-esteem, and an unwillingness to put more effort into future test prep. Beforehand, interestingly, “there was no correlation between self-esteem and achievement.”
For some students, summative assessment can sometimes be seen as 'high stakes' testing due to the pressure on them to perform well. That said, 'low-stakes' assessments can also be used in the form of quizzes or practice tests.
Repeated practice tests reinforce the low self-image of the lower-achieving students… When test scores are a source or pride and the community, pressure is brought to bear on the school for high scores.
Similarly, parents bring pressure on their children when the result has consequences for attendance at high social status schools. For many students, this increases their anxiety, even though they recognize their parents as being supportive.
5) Be inauthentic
Summative assessment has received criticism for its perceived inaccuracy in providing a full and balanced measure of student learning.
Consider this, for example: Your student, who’s a hands-on, auditory learner, has a math test today. It comes in a traditional paper format as well as a computer program format, which reads the questions aloud for students.
Chances are the student will opt for the latter test format. What’s more, this student’s test results will likely be higher and more accurate.
The reality is that curricula — let alone standardized tests — typically don’t allow for this kind of accommodation. This is the exact reason educators and advocates such as Chuck Hitchcock, Anne Meyer, David Rose, and Richard Jackson believe:
Curriculum matters and ‘fixing’ the one-size-fits-all, inflexible curriculum will occupy both special and general educators well into the future… Students with diverse learning needs are not ‘the problem’; barriers in the curriculum itself are the root of the difficulty.
6) Be biased
Depending on a school district’s demographic, summative assessment — including standardized tests — can present biases if a group of students is unfairly graded based on their race, ethnicity, religion, gender, or social class.
In his presentation at Kansas State University, emeritus professor in the UCLA Graduate School of Education and Information Studies, Dr. W. James Popham, explained summative assessment bias:
This doesn’t necessarily mean that if minority students are outperformed on a summative test by majority students that the test is biased against that minority. It may instead indicate that the minority students have not been provided with the appropriate instruction…
An example of content bias against girls would be one in which students are asked to compare the weights of several objects, including a football. Since girls are less likely to have handled a football, they might find the item more difficult than boys, even though they have mastered the concept measured by the item.
Importance and benefits of summative assessment
Overall, these are valid points raised against summative assessment. However, it does offer fantastic benefits for teachers and students alike!
Summative assessment can:
1) Motivate students to study and pay closer attention
Although we mentioned lack of motivation above, this isn’t true for every student. In fact, you’ve probably encountered numerous students for whom summative assessments are an incredible source of motivation to put more effort into their studies.
For example, final exams are a common type of summative assessment that students may encounter at the end of a semester or school year. This pivotal moment gives students a milestone to achieve and a chance to demonstrate their knowledge.
In May 2017, the College Board released a statement about whether coaching truly boosts test scores:
Data shows studying for the SAT for 20 hours on free Official SAT Practice on Khan Academy is associated with an average score gain of 115 points, nearly double the average score gain compared to students who don’t use Khan Academy. Out of nearly 250,000 test-takers studied, more than 16,000 gained 200 points or more between the PSAT/NMSQT and SAT…
In addition to the 115-point average score increase associated with 20 hours of practice, shorter practice periods also correlate with meaningful score gains. For example, 6 to 8 hours of practice on Official SAT Practice is associated with an average 90-point increase.
2) Allow students to apply what they’ve learned
It’s one thing to memorize multiplication tables (which is a good skill), but another to apply those skills in math word problems or real-world examples.
Summative assessments — excluding, for example, multiple choice tests — help you see which students can retain and apply what they’ve learned.
3) Help identify gaps in student learning
Before moving on to a new unit, it’s vital to make sure students are keeping up. Naturally, some will be ahead while others will lag behind. In either case, giving them a summative assessment will provide you with a general overview of where your class stands as a whole.
Let’s say your class just wrote a test on multiplication and division. If all students scored high on multiplication but one quarter of students scored low on division, you’ll know to focus more on teaching division to those students moving forward.
4) Help identify possible teaching gaps
In addition to identifying student learning gaps , summative assessment can help target where your teaching style or lesson plans may have missed the mark.
Have you ever been grading tests before, to your horror, realizing almost none of your students hit the benchmark you hoped for? When this happens, the low grades are not necessarily related to study time.
For example, you may need to adjust your teaching methods by:
- Including/excluding word problems
- Incorporating more visual components
- Innovative summative assessments (we list some below!)
5) Give teachers valuable insights
Credit: Kevin Jarrett
Summative assessments can highlight what worked and what didn’t throughout the school year. Once you pinpoint how, where and what lessons need tweaking, making informed adjustments for next year becomes easier.
In this world nothing can be said to be certain, except death and taxes… and, for teachers, new students year after year. So although old students may miss out on changes you’ve made to your lessons, new ones get to reap the benefits.
This not only improves your skills as an educator, but will ensure a more enriching educational experience for generations of students to come.
6) Contribute positively to learning outcomes
Certain summative assessments also provide valuable data at district, national, and global levels. Depending on average test scores, this can determine whether or not certain schools receive funding, programs stay or go, curriculum changes occur, and more. Burke writes:
Summative assessments also provide the public and policymakers with a sense of the results of their investment in education and give educators a forum for proving whether instruction works – or does not work.
The seven aims of summative assessment
Dr. Nancy P. Gallavan, a professor of teacher education at the University of Central Arkansas, believes teachers can use performance-based summative assessments at any grade level.
However, in an article for Corwin , she suggests crafting yours with seven aims in mind:
- Accompanied with appropriate time and task management
- Achievable as in-class activities and out-of-class assignments
- Active involvement in planning, preparation, and performance
- Applicable to academic standards and expectations
- Appropriate to your students’ learning styles, needs, and interests
- Attractive to your students on an individual and group level
- Authentic to curricular content and context
Ideally, the assessment method should also measure a student’s performance accurately against the learning objectives set at the beginning of the course.
Keeping these goals in mind, here’s a list of innovative ways to conduct summative assessments in your classroom!
Summative assessment examples: 9 ways to make test time fun
If you want to switch things up this summative assessment season, keep reading. While you can’t change what’s on standardized tests, you can create activities to ensure your students are exhibiting and applying their understanding and skills to end-of-chapter or -unit assessments. In a refreshing way.
Why not give them the opportunity to express their understanding in ways that apply to different learning styles?
Note : As a general guideline, students should incorporate recognition and recall, logic and reasoning, as well as skills and application that cover major concepts and practices (including content areas you emphasized in your lessons).
1) One, two, three… action!
Write a script and create a short play, movie, or song about a concept or strategy of your choosing.
This video from Science Rap Academy is a great — and advanced — example of students who created a song about how blue-eyed children can come from two brown-eyed parents:
Using a tool such as iPhone Fake Text Generator , have students craft a mock text message conversation conveying a complex concept from the unit, or each chapter of that unit.
Students could create a back-and-forth conversation between two historical figures about a world event, or two friends helping each other with complex math concepts.
Have your students create a five to 10-minute podcast episode about core concepts from each unit. This is an exciting option because it can become an ongoing project.
Individually or in groups, specific students can be in charge of each end-of-chapter or -unit podcast. If your students have a cumulative test towards the end of the year or term, the podcast can even function as a study tool they created together.
Credit : Brad Flickinger
You can use online tools such as Record MP3 Online or Vocaroo to get your class started!
Creating a detailed infographic for a final project is an effective way for students to reinforce what they’ve learned. They can cover definitions, key facts, statistics, research, how-to info, graphics, etc.
You can even put up the most impressive infographics in your classroom. Over time, you’ll have an arsenal of in-depth, visually-appealing infographics students can use when studying for chapter or unit tests.
5) Compare and contrast
Venn diagrams are an old — yet effective — tool perfect for visualizing just about anything! Whether you teach history or social studies, English or math, or something in between, Venn diagrams can help certain learners visualize the relationship between different things.
For example, they can compare book characters, locations around the world, scientific concepts, and more just like the examples below:
6) Living museum
This creative summative assessment is similar to one, two, three… action! Individuals will plan and prepare an exhibit (concept) in the Living Museum (classroom). Let’s say the unit your class just completed covered five core concepts.
Five students will set up around the classroom while the teacher walks from exhibit to exhibit. Upon reaching the first student, the teacher will push an imaginary button, bringing the exhibit “to life.” The student will do a two to three-minute presentation; afterwards, the teacher will move on to the next one.
7) Ed-Tech games
Now more than ever, students are growing up saturated with smartphones, tablets, and video games. That’s why educators should show students how to use technology in the classroom effectively and productively.
More and more educators are bringing digital tools into the learning process. Pew Research Center surveyed 2,462 teachers and reported that digital technologies have helped in teaching their middle and high school students.
Some of the findings were quite eye-opening:
- 80% report using the internet at least weekly to help them create lesson plans
- 84% report using the internet at least weekly to find content that will engage students
- 69% say the internet has a “major impact on their ability to share ideas with other teachers
- 80% report getting email alerts or updates at least weekly that allow them to follow developments in their field
- 92% say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching
- 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students
To make the most of EdTech, find a tool that actually engages your students in learning and gives you the insightful data and reports you need to adjust your instruction
Tip: Teaching math from 1st to 8th grade? Use Prodigy!
With Prodigy Math, you can:
- Deliver engaging assessments: Prodigy's game-based approach makes assessments fun for students.
- Spot and solve learning gaps: See which students need more support at the touch of a button.
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8) Shark Tank/Dragon’s Den
Yes, just like the reality TV show! You can show an episode or two to your class or get them to watch the show at home. Next, have students pitch a product or invention that can help change the world outside of school for the better.
This innovative summative assessment is one that’ll definitely require some more thought and creativity. But it’s important that, as educators, we help students realize they can have a huge positive impact on the world in which they live.
9) Free choice
If a student chooses to come up with their own summative assessment, you’ll need to vet it first. It’ll likely take some collaboration to arrive at something sufficient.
However, giving students the freedom to explore content areas that interest them most could surprise you. Sometimes, it’s during those projects they form a newfound passion and are wildly successful in completing the task.
We’re sure there are countless other innovative summative assessment ideas out there, but we hope this list gets your creative juices flowing.
With the exclusion of standardized state and national tests, one of the greatest misconceptions about summative assessments is that they’re all about paper and pencil. Our hope in creating this list was to help you see how fun and engaging summative assessments can truly be.
10) Group projects
Group projects aren't just a fun way to break the monotony, but a dynamic and interactive form of summative assessment. Here's why:
- Collaborative learning: Group projects encourage students to work as a team, fostering their communication and collaboration skills. They learn to listen, negotiate, and empathize, which are crucial skills in and beyond the classroom.
- Promotes critical thinking: When students interact with each other, they get to explore different perspectives. They challenge each other's understanding, leading to stimulating debates and problem-solving sessions that boost critical thinking.
- In-depth assessment: Group projects offer teachers a unique lens to evaluate both individual performances and group dynamics. It's like getting a sneak peek into their world - you get to see how they perform under different circumstances and how they interact with each other.
- Catering to different learning styles: Given the interactive nature of group projects, they can cater to different learning styles - auditory, visual, and kinesthetic. Every student gets a chance to shine!
However, it's important to set clear instructions and criteria to ensure fairness. Remember, it's not just about the final product - it's about the process too.
Some interesting examples of group projects include:
- Create a Mini Documentary: Students could work together to research a historical event and create a mini documentary presenting their findings.
- Plan a Community Service Project: This could involve identifying a problem in the local community and creating a detailed plan to address it.
- Design a Mobile App: For a more tech-focused project, students could identify a problem and design an app that solves it.
Summative assessment strategies for keeping tests clear and fair
In addition to using the summative assessment examples above to accommodate your students’ learning styles, these tips and strategies should also help:
- Use a rubric — Rubrics help set a standard for how your class should perform on a test or assignment. They outline test length, how in-depth it will be, and what you require of them to achieve the highest possible grades.
- Design clear, effective questions — When designing tests, do your best to use language, phrases, and examples similar to those used during lessons. This’ll help keep your tests aligned with the material you’ve covered.
- Try blind grading — Most teachers prefer knowing whose tests they’re grading. But if you want to provide wholly unbiased grades and feedback, try blind grading. You can request your students write their names on the bottom of the last test page or the back.
- Assess comprehensiveness — Make sure the broad, overarching connections you’re hoping students can make are reasonable and fluid. For example, if the test covers measurement, geometry and spatial sense, you should avoid including questions about patterning and algebra.
- Create a final test after, not before, teaching the lessons — Don’t put the horse before the carriage. Plans can change and student learning can demand different emphases from year to year. If you have a test outline, perfect! But expect to embrace and make some changes from time to time.
- Make it real-world relevant — How many times have you heard students ask, “When am I going to use this in real life?” Far too often students assume math, for example, is irrelevant to their lives and write it off as a subject they don’t need. When crafting test questions, use culturally-relevant word problems to illustrate a subject’s true relevance.
Enter the Balanced Assessment Model
Throughout your teaching career, you’ll spend a lot of time with formative and summative assessments. While some teachers emphasize one over the other, it’s vital to recognize the extent to which they’re interconnected.
In the book Classroom Assessment for Student Learning , Richard Stiggins, one of the first educators to advocate for the concept of assessment for learning, proposes something called “a balanced assessment system that takes advantage of assessment of learning and assessment for learning.”
If you use both effectively, they inform one another and “assessment becomes more than just an index of school success. It also serves as the cause of that success.”
In fact, Stiggins argues teachers should view these two types of assessment as “in sync.”
They can even be the exact same thing — only the purpose and the timing of the assessment determine its label. Formative assessments provide the training wheels that allow students to practice and gain confidence while riding their bikes around the enclosed school parking lot.
Once the training wheels come off, the students face their summative assessment as they ride off into the sunset on only two wheels, prepared to navigate the twists and turns of the road to arrive safely at their final destination.
Conclusion: Going beyond the test
Implementing these innovative summative assessment examples should engage your students in new and exciting ways.
What’s more, they’ll have the opportunity to express and apply what they’ve learned in creative ways that solidify student learning.
So, what do you think — are you ready to try out these summative assessment ideas? Prodigy is a game-based learning platform teachers use to keep their students engaged.
Sign up for a free teacher account and set an Assessment today!
Summative assessment and how to use it
A free professional blog to support English teachers
The final part of our 3 step journey through Assessment for Learning ends with summative assessment . Although, summative assessment is often referred to as Assessment of learning instead. Read on to discover how summative assessments could help you and your students.
What is summative assessment?
Summative assessment refers to any type of evaluation at the end of a unit i.e. a topic or a school term. This type of assessment is more formal than formative assessment and it usually involves some type of standardised marking system.
At The English Classroom, we include a summative assessment test at the end of each 10 lesson course, sometimes speaking or writing, sometimes as a group. In every summative assessment, there are success criteria for the students to work towards and to be able to grade themselves. Every assessment we design is based on the CEFR A1-C2 levels so the criteria is very strict.
Summative assessment is important to know what level your students are working at and where they need to go next. It can also help to identify gaps in their learning or your teaching - allowing you to address these issues directly.
How do we compare formative and summative assessment?
What does summative assessment look like.
Summative assessment can look very different depending on your subject and students. However, it must always have clear expectations and success criteria, both for the person marking them and for the students to aim towards.
Prodigygame.com offers 9 different examples of how to conduct summative assessments. My favourite idea is having students make a podcast, either alone or as a group. The podcast should be a summary of what they have learnt and they must include certain points of analysis for the top grade.
Other fun summative assessment ideas are role-plays, where students will interview an ‘expert’ in the area of study, written diary entries and homemade videos if your students have the technology.
Use a variety of assessments
Although summative assessment is more strict and evaluative, don’t forget to use a variety of different types of assessments to suit all learners. If you always choose a written task at the end of the unit of work, then the students with high levels of written ability will always do well and more active learners or learners with writing difficulties will always struggle. However, that is not to say that they cannot score a high grade given the right opportunity.
At The English Classroom, we often provide students with a choice of how they communicate what they have learnt so they can be creative and choose their strongest communication methods to showcase it. It also adds variety and introduces individual responsibility to your students.
As always, we love to hear your thoughts on our blog topics! Follow us on social media and comment on our posts so we can share your good practice with each other.
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Written by Jennifer Gardner
Owner of The English Classroom
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CBSE Solved Sample Papers class 10 SA1 and SA2
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CBSE Solved Sample Papers class 10 SA1 and SA2 question papers and solved sample papers for first summative assessment and second summative assessment are available for free download in myCBSEguide.com. All these solved question papers are prepared by team of expert teachers at myCBSEguide as per the latest guidelines issued by CBSE for the current session.
Solved sample papers in PDF format of class 10 term-I and term-II are available for English, Hindi, Maths, Science and Social Science. SA-1 examination is conducted in September and SA-2 is conducted in March 2016. Both terms have different syllabus and no chapter is repeated in both the terms.
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SA1 English Key, Principles of Evaluation, Question Papers PDF
Download sa1 english key, principles of evaluation 2023, question papers pdf 1st class to 10th class.
SA1 English Key Principle of Evaluation 2023: Summative Assessment(SA1) examination 2023 has been started as per the prescribed SA1 time table . In high schools, in the morning session 6th Class, 8th Class, 10th Class from 09.30 am. to 12.45 pm SA1 Exams will be conducted for all the subjects. For 7th Class and 9th Class exams will be conducted in after noon session from 1.30 pm. To 4.45 pm. Here we are giving in download link to SA1 English principles of evaluation(Key Sheet) and Question papers. SA1 English will be conducted on 6th January 2023 for the classes 6th Class to 10th Class. For primary section 1st class to 5th Class SA1 exams is on 05/01/2023.
Here we are providing SA1 English Subject Principles of Evaluation(Key Sheet) along with original scanned question papers. Teachers, students can download principles of evaluation from our website and check answers written in the SA1 examination. All these SA1 question papers are available very immediately after the exams are over.
Updated : 12.45 PM (6th, 8th, 10th Eng Only) of 06/01/2023
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SA1 English Key, Principles of Evaluation High School
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10th SA 1 question paper with key answer
10th SA 1 question paper with key answer. Download SSLC mid-term question paper. Summative assessment 1 for class 10 . SSLC question paper.
In this post we have uploaded SSLC summative assessment 1 question paper with key answer. Download SSLC pdf question papers.
To get more video notes SSLC visit our YouTube channel. This channel is very useful for 10 th class exam preparation .
Class: 10 th
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10th SA 1 English question paper
Subject: English Summative Assessment 1 Marks: 80
Class: 10 th Time: 3.15 Hrs
I Four alternatives are given for each of the following question/incomplete statements. Only one of them is correct or most appropriate. Choose the correct alternative and write the complete answer along with its letter of alphabet. 4×1=4
1. Choose the appropriate question tag and fill in the blank.
Kiran wants to play chess, ________?
A) didn’t he B) does he C) doesn’t he D) did he
2. Read the conversation and choose the language function for the underlined sentence.
Arudh: Hello… how are you?
Ankush: I’m fine, thank you. What about you?
Arudh: I’m also fine. Why are you not attended today’s function?
A) Making enquiry B) Seeking permission C) Giving information D) Expressing agreement.
3. Fill in the blank choosing the appropriate if clause:
Sham: Anjali, Do you bring English grammar note book?
Anjali: No, I had forgotten to bring English grammar note book.
Sham: Is it? if you had brought it, we __________ prepared notes for seminar.
A) would have B) will have C) would not have D) will not have.
4. Read the conversation and choose the Infinitive:
Police: Why are you quarreling with the man?
Manoj: He is my uncle. He wants to occupy our property. So I am quarreling with him.
A) wants B) quarreling C) property D) to occupy
II. Do as directed: 12×1=12
5. Combine the word in column A with its collocative word in column B:
Book (worm, ant, hand, pen)
6. Which one of the following words has three syllables?
direction, evening, carry, fortune
7. Write the correct form of the word given in bracket:
Swami was congratulated for his…………….(brave)
10th SA 1 question paper
8. Fill in the blank with the correct article.
He is …… honest friend in our village.
9. Identify the part of speech of the underlined word.
Jayaram is walking briskly to reach his office.
10. Fill in the blank using suitable linker.
You need to choose either book ………… bag.
11. Fill in the blank with suitable preposition.
Vikram Sarabhai was born ………. 12th August 1919.
12. Fill in the blank with appropriate tense form of the verb given in bracket.
Virat _____ (score) double century yesterday.
13. Use the word ‘water’ as a verb in a meaningful sentence of your own.
14. Change into superlative degree:
India is larger than any other democracy in the world.
15. Change into passive voice:
I have completed homework.
16. Read the following conversation and change the underlined sentence into reported speech:
Varun : What are you doing?
Vatsalya: I am preparing for quiz competition.
III The following paragraph has two errors edit the paragraph and rewrite it. 1×2=2
17. Anjali is going too office. That time she saw a beautiful bird. She take a photo and shared with all friends. She loved birds.
Clue: a) Verbal mistake to be corrected. b) Preposition mistake to be corrected.
IV Answer the following questions in 2-3 sentences each: 7×2=14
18. Why did Nehru choose Dr. Ambedkar as the first law minister of India?
19. How did the tempo truck driver help Baleshwar?
20. Why do you think Don Anselmo did not sell the trees in the orchard?
21. What were the opinion of Buddha and Avvai regarding the caste division?
22. What according to the poet, is the contribution of the seers and prophets? 23. How did the student leaders manage the protest? OR
Summative assessment 1 for class 10
How could Dicky Dolma achieve the great feat even with her hardships?
24. What was there in the ‘mysterious parcel’? What suspicion did the police have about that?
What can we learn from Dolma’s life?
V Answer the following questions in 5-6 sentences each: 2×3=6
25. How a coward boy Swami became a hero overnight?
26. How does the poet Marina de Bellagenta express the feelings of the land?
VI. Read the following extracts and answer the questions that follow: 4×3=12
27. “Behenji aap theek hai?” he asked. But there was no response, and no help in sight.
a) Who is ‘he’ here?
b) Who does ‘behenji’ refer to?
c) Why there was no response?
28. “The trees in that Orchard are not mine, Senor”.
a) What do you mean by ‘senor’?
b) According to Don Anselmo, who did the trees belong to?
c) Why did he feel so?
29. “Of your children that died to call you their own. “
a) Who does ‘children’ refer to?
b) Whose children were they?
c) Why did they die?
30. “YOU CANNOT PUT A FENCE AROUND THE PLANET EARTH. “
A) Who cannot put fence around the earth?
B) What is the mood of the speaker expressed here?
C) Why cannot we put a fence around the around?
VII Given below is a profile of Dr. Nagabhushan. Write a paragraph using the clues: 1X3=3
31. Age: 45 years
Designation: Head of the Department, Medicine.
Place of Work: Victoria hospital, Bangaluru
Specialization: Medicines and diabetes
Length of service: 18 years.
Reasons for Popularity: Works round the clock, gives special attention to poor.
VIII. Develop a story using the clues given below: 1×3=3
SSLC summative assessment 1
32. A village- a clever elephant-a river nearby-go for bath daily-passing by a tailor shop- the tailor-bananas daily-one day not given banana-pricked needle-elephant angry- came with muddy water in its trunk-sprayed-tailor’s shop dirty-he repented.
IX. Study the picture given below. Write a description in a paragraph: 1X3 =3
X. Quote from memory: 1×4=4
34. The throned ……………………………..
………………………….. this sceptred sway;
My day or night ………………………………
……………………………………. always day.
XI Read the following passage and answer the questions that follow: 1×4=4(2×2)
35. Tiger is one of the biggest members of the cat family. This magnificent animal ranges through Asia, Sumatra and Java, but is in the danger of extinction in all of its haunts due to acts of folly by human beings like the cutting down of forests, large scale poaching for tiger skin and bones for medicinal purpose and several other activities.
(A) Why is tiger in the danger of extinction?
(B) What are the acts of folly by human beings?
XII. Answer the following question in about 8 to 10 sentences: 1×4=4
36. According to the poet, his grandmother was a genius. Substantiate the statement.
The pathetic figure of Jazz player is lifted by his music. Justify.
XIII. Write an essay on any one of the following: 1×4=4
37. a) Computer and its uses b) Environmental pollution c) Mobile phones
XIV. Write a letter using the information given below: 1×5=5
38. Imagine that you are Pallavi / Pavan, 10th Std, Govt. high School, Koppal.
Write a letter to the Editor of a newspaper about the roads and drainage system in your locality.
Write a letter to your father requesting him to send Rs. 500, for your annual exam fees.
SSLC summative assessment 1 question paper with key answer
1. Ans: C) doesn’t he 2. Ans: a) Making enquiry 3. Ans: A) would have 4. d) to occupy
Q.II 5. Warm 6. Direction 7. Bravery 8. An 9. Adverb 10. or 11. on 12. scored
13. I water the plants in our garden.
14. India is the largest democracy in the world.
15. Homework has been completed by me.
16. Vatsalya replied Varun that she was preparing for quiz competition.
Q.III 17. a) took b) to
18. Nehru chose Ambedkar as Law minister of India for his skills in the field of law and legislation, for his vision of social justice which was sought to be infused into the new Indian policy. Thirdly his own campaign against social injustice.
19. A Gujarati speaking tempo truck driver helped Baleshwar to lay the girl down in the back of his truck and drove them to a small hospital. It had no enough facilities. Then again he drove her to the bigger hospital. Lent his phone to inform Roma’s family. He did not expect money or thanks.
20. Don Anselmo planted a tree for memory of every birth of child so the trees in the orchard belong to the children of Rio-en-Medio. Hence Don Anselmo could sell only the Orchard but not the trees in the Orchard.
21. About 2500 years ago the Buddha had questioned the caste division in India. He said “The only valid divisions are the division between those who are noble and wholesome and those who are ignoble and unwholesome”. The Tamil poetess Avvai had said, similarly that there are only two castes in the world, namely the charitable who give and are superior and the miser who do not and are inferior.
22. According to the poet, the seers and prophets chopped the straight path for the man to end all the sufferings. They made the way for extrication very difficult.
23. Student leaders are not prepared to go to jail. They didn’t want to give any trouble to police so they did silent agitation. If violent they would be beaten up by police and hauled away to jail.
Dicky Dolma never felt mountaineering a tough sport. She had zeal for work and was determined and sincere in bearing the responsibilities. She knew that success follows the hard work and dedication from her earlier hardships of life.
24. The mysterious parcel contained a cyclostyle machine. The police suspected that Mohan and his family were making copies of Mahatma’s speech. They also suspected that some people were hiding there.
Whenever hurdles come, we must face them boldly. Dolma’s determination and hard work, zeal for the work is emulating.
Q.V 25. Swami inevitably had to sleep in the office room. He spent that night with the fear of the devils and the nightmares. Then he saw something moving in darkness. He thought that his end had come and the devil had come to carry him away. Finally, as an attempt for survival he hugged it with all his might, and used his teeth as mortal weapon on it. It was not the devil but the burglar who cried with agony and fell amidst the furniture with a bleeding ankle. The notorious house breaker of the district was arrested by the police. The police were grateful to him. His classmates looked upon him with respect, his teacher patted him and his headmaster appreciated that he was a true scout. Thus unknowingly Swami became a hero overnight.
SA 1 Key Answer class 10
26. In this poem earth is the speaker. Earth is speaking to the reader. Man thinks that he owns earth. People buy land, drill holes. People put fences, soldiers fight with guns, which chokes the land. When people plough her, she gives fruits and flowers. Some come with guns and try to fence her. But people do not know that no one can fence her. She can punish the people. But earth waits patiently for men to realize.
27. a) Baleshwar Mishra. b) Roma Talreja. c) Because Roma was in unconscious mood.
a) A word of respect like ‘mister’ in English. b) The tree belonged to the children of Rio-en-Medio
c) Because every time a child was born in the village, he had planted a tree for that child.
a) The soldiers b) Mother India
c) They died for the freedom of our country.
a) People cannot put fence around the earth. b) The earth is in a mood of self-assertion.
c) The earth is round and it is almost covered with water.
Q.VII 31. Dr. Nagabhushan is a doctor of 45 years old and qualification is M.B.B.S. His designation is Head of the Department, Medicine. His place of work is Victoria hospital, Bangaluru and specialization is Medicines and diabetes and length of service is 18 years. Reasons for popularity is works round the clock and gives special attention to poor.
SA 1 question paper with key answer
32. Once a clever elephant was living in village. There is a river nearby so it is go for bath daily. Every day on the way it should passing by a tailor shop. The tailor gives bananas to the elephant daily. But one-day tailor did not give banana. Instead of keep quiet, he pricked the elephant by a needle. The elephant became angry and brought some muddy water in its trunk and sprayed on the tailor’s shop. So the shop became very dirty. The tailor repented for it his action.
33. The picture is an accident scene. A school going girl is hit by a car. She has fallen on the road. The books are spread on the road. She is wounded. People are rushing to help her. We should be cautious while crossing road. We should lend helping hand to the needy.
The throned monarch better than his crown.
His sceptre shows the force of temporal power,
The attribute to awe and majesty,
Wherein doth sit the dread and fear of kings;
But mercy is above this sceptred sway;
My day or night myself I make,
When’ver I sleep or play;
And could I ever keep awake
With me ‘twere always day.
35. (A) Acts of folly by human beings. (B) The cutting down of forest, large scale poaching for tiger skin and bones for medical purpose and several other activities.
SSLC mid term question papers:
The poet Ruskin Bond calls his grandmother as ‘Genius’ because she could climb a tree. Even at the age of 62, she was passionate to climb a tree and learnt it from her loving brother at the age of six. Everybody feared that granny would fall from a tree one day. One day she climbed a tree but could not come down. After the rescue doctor recommended rest for a week. But for granny it was like a brief season in hell. She demanded a house to be built in a tree. The poet’s father, who was dutiful, fulfilled his mother’s wish, so that granny moved up and enjoyed as her wish.
Ans: The Jazz player is like an Ancient Mariner. He has a wrinkled face, closed eyes with full of wearies. His collar frayed, faded blue old shirt turned dark sweat. Old necktie undone drops, old jacket holding his sagging stomach. He had a rundown shoes having paper in them. His unshaven face shows pain. Across his chest lies an old alto saxophone. When he starts playing music he is no longer a man. He is like a bird flying higher and higher.
a) Computer and its uses
Computer is a remarkable invention of modern science. 21st Century is called ‘the age of computers’. Computer was invented by Charles Babbage.
It calculates stores, edits and preserves the data for long periods. Computer is an electronic device which calculates stores and performs logical functions. Computers are used in many fields.
Uses of computer:
1. Computers are used in the field of science and technology.
2. Computers are used in scientific laboratories.
3. Computers are used to control satellites.
4. They are used in industries.
SSLC summative assessment 1 question paper
5. Used in railway stations, airports and bus terminals for ticket reservation.
Computer is popular for its speed, accuracy and storage capacity. Today computers are being used in all fields. Now they are a part and parcel of our life.
Govt. High School, Koppal
Subject: Regarding bad conditions of roads and drainage.
In our village there most of the roads and drainages are damaged. Flies and mosquitoes have been troubling us. I request you to draw the attention of concerned authorities to maintain well.
Watch this video for the explanation of 10th SA 1 question paper with key answer.
Sslc model question paper 2021, sslc model question paper 1, model question paper 2 with key answers, sslc model question paper 3, sslc model question paper 4 with key answers, sslc model question paper 5 with key answers.
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SUMMATIVE ASSESSMENT 1 [SA 1] Question Paper English Class 10 Term 1
Summative assessment 1 sa 1 question paper english class 10 term 1 latest new.
SA 1 Question Paper English Class 10
The year 2012 marks the 50 th anniversary for e.g. for of
the James Bond films. A first James Bond (a) _____ _____
movie title, ‘Dr. No’ was released in 1962. (b) _____ _____
Numerous events was held for fans (c) _____ _____
over the world. (d) _____ _____
4 7 Rearrange the following words/phrases to make meaningful sentences.
(a) the depressed /laughter/soul/relieves/and/amuses
(b) a good exercise/it is/facial muscles/for toning/up
(c) gives us joy/of friends/in making/a lot/laughter/and helps
3 SECTION C
(LITERATURE & LONG READING TEXT: 25 Marks)
Read one of the extracts given below and answer the questions that follow:
8 The old man, shivering at times but fixed of purpose, plodded on till he came out of the town gate on to a straight road. Along this he now went at a somewhat slower pace, supporting himself on his old staff.
(a) Who was the old man and why was he shivering ?
(b) Where was he going so early ?
(c) What does the phrase, ‘plodded on’ mean ?
I’m not satisfied, but it’s the best we can do till our new black’s ready, and Ben and Elizabeth will never have thought about mourning yet, so we’ll outshine them there – (a) Who is not satisfied and with what?(b) How does the speaker hope to outshine ‘them’ ?(c) Give a synonym for ‘mourning’? 3 Answer the following questions in about 30 – 40 words.
9(i) Why does Mrs. Packletide want to kill a tiger ? How does she realise her ambition ?
2 9(ii) How does Shakespeare in his sonnet, `Not Marble nor the Gilded Monuments’ establish the superiority of Art over Time ?
2 9(iii) What are the three things that the grandfather planned to do on Monday ?
2 9(iv) Why did Mrs. Packletide give up big-game shooting ?
2 Answer one of the following questions in about 80-100 words.
10 ‘When you live for a strong purpose, then hard work isn’t an option. It is a necessity.’ Both Nicola and Jacopo were hard working and uncomplaining. You too realised the importance of hard work after reading their story. Write an article in 120- 150 words on the ‘Virtues of Hard Work’
The mirror says; ”I am important to her”. This line shows the dependency of the woman on the mirror. Keeping in mind the above thought, write an article on how even men need reassurance that they are young and handsome.
4 Answer one of the following questions in about 150-200 words.
11 Anne was becoming desperate and hopeless with each passing day in spite of her strong will power. Comment.
Anne’s relationship with her mother was different from the one with her father. How did it contrast with her feelings for her dad ?
Describe Helen’s relationship with her sister Mildred.
Helen’s intelligence and talent served her well. In what ways then did Helen’s intelligence and talent cause her frustration and rage ?
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Formative and summative assessments.
Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151).
In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches.
Examples of Formative and Summative Assessments
Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):
- Informal / formal
- Immediate / delayed feedback
- Embedded in lesson plan / stand-alone
- Spontaneous / planned
- Individual / group
- Verbal / nonverbal
- Oral / written
- Graded / ungraded
- Open-ended response / closed/constrained response
- Teacher initiated/controlled / student initiated/controlled
- Teacher and student(s) / peers
- Process-oriented / product-oriented
- Brief / extended
- Scaffolded (teacher supported) / independently performed
Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:
- Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers ). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.
- Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.
- Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.
- Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions , where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.
- Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.
- Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.
- Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition , as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.
Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here ).
Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.
- Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize” expected performance at the beginning of term, providing students with a trajectory and sense of completion.
- Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions .
- Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content.
- Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.
- Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques .
Considerations for Online Assessments
Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations .
Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.
Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.
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The Instructional Enhancement Fund (IEF) awards grants of up to $500 to support the timely integration of new learning activities into an existing undergraduate or graduate course. All Yale instructors of record, including tenured and tenure-track faculty, clinical instructional faculty, lecturers, lectors, and part-time acting instructors (PTAIs), are eligible to apply. Award decisions are typically provided within two weeks to help instructors implement ideas for the current semester.
The Poorvu Center for Teaching and Learning routinely supports members of the Yale community with individual instructional consultations and classroom observations.
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Summative Assessment: A Sum Up of Student’s Learning
In this article, we will know everything about summative assessments including its importance and weightage in CBSE Class 10 final result. We will also know about the major differences between summative assessments and formative assessments.
Summative assessment refers to the assessment or evaluation of students’ learning, skill acquisition, and academic achievement at the conclusion of a specific instructional period. It is generally conducted at the end of a course in order to determine whether the long-term learning goals have been met. It mainly focuses on the outcome of a program. Summative assessments enable the tutors to evaluate the students’ learnings at a particular point of time and assign a mark to them which will contribute to the final outcome of the students' degree.
Some of the striking features of summative assessments:
• They are conducted at the conclusion of a specific instructional period to check the students’ learning process.
• They are generally evaluative, rather than diagnostic which means they are more appropriately used to evaluate the effectiveness of the educational programs and measure ongoing progress toward improvement goals.
• They include tests, assignments or projects to determine whether and to what degree students have learned what they have been taught in the course of time.
• The results of summative assessments are recorded as scores or grades that are then reflected in a student’s permanent academic record.
CBSE Class 9 Papers for SA - I and SA - II
Importance of summative assessments:
• Summative assessment can serve as a guide to improve teaching and learning methods from year to year.
• When planned in a systematic manner, the summative assessments can help to draw inferences about the students’ learning.
• Summative assessments help the teachers and administrators to make improvements in the curriculum so as to fill up the learning gaps between the students’ knowledge and the teaching.
CBSE Class 10 Papers for SA - I and SA - II
How are summative assessments different from formative assessments?
In a balanced assessment system, both summative and formative assessments form an integral part of the educational evaluation, with each having its own distinct purpose. Some main points of differences between the two contrasting assessments are as:
• Summative assessments are generally administered at the end of the instructional period, whereas the formative assessment is a part of the instructional process.
• Summative assessments usually occur only a few times over the course of the academic year generally at the end of a course. On the other hand, formative assessments may occur several times during a course or unit.
• The major purpose of the formative assessments is to gather explicit feedback that can be used by the educator and the students to guide improvements in the ongoing teaching and learning context, whereas the summative assessments aim at measuring the level of success or proficiency obtained at the end of an instructional period.
• Formative assessments help the teachers to determine the next steps during the learning process as the instructional period is approaching the summative assessment. But the summative assessments are used to track the students’ work, abilities and progress throughout the entire learning process and assess them at the end of the course.
• Formative assessment only concentrates on improving the abilities of students as they move through the learning process but does not grade their performance. Therefore formative assessments have generally low stakes which means they have low point value. Summative assessments on the other hand, is broader in scope and grade the learning over a longer time period due to which they tend to have higher stakes.
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When are Summative and Formative Assessments conducted and how much do they weigh?
CBSE Class 10 Video Tutorials
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Summative Test in English 10
Quiz by Adrian Capili
Feel free to use or edit a copy
includes Teacher and Student dashboards
Measures 2 skill s from Grade 10 English Philippines Curriculum: Grades K-10 (MELC)
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- Q 1 / 6 Score 0 How does a Venn Diagram help readers? 29 It presents the relationship between ideas. It makes an essay more appealing. It shows similarities and differences between two ideas. It gives the meaning of unfamiliar words in a paragraph.
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- Q 1 How does a Venn Diagram help readers? It presents the relationship between ideas. It makes an essay more appealing. It shows similarities and differences between two ideas. It gives the meaning of unfamiliar words in a paragraph. 30 s EN10RC-Ia-2.15.2
- Q 2 Which of the following reference materials will give you information about words? Almanac Atlas multiplem://Dictionary:Thesaurus 30 s EN10VC-IVa-15
- Q 4 This source of information is defined as a reference work or compendium providing summaries of knowledge either from all branches or from a particular field or discipline. scrambled://Encyclopedia 30 s EN10VC-IVa-15
- Q 5 Arrange the jumbled words to form a correct and meaningful sentence. jumble://Happiness, depends, upon, ourselves 30 s
- Q 6 Tabloids are considered as reliable source of information. boolean://false 30 s EN10VC-IVa-15
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Center for the Advancement of Teaching Excellence
Nicole Messier, CATE Instructional Designer February 7th, 2022
WHAT? Heading link Copy link
Summative assessments are used to measure learning when instruction is over and thus may occur at the end of a learning unit, module, or the entire course.
Summative assessments are usually graded, are weighted more heavily than other course assignments or comprise a substantial percentage of a students’ overall grade (and are often considered “high stakes” assessments relative to other, “lower stakes” assessments in a course), and are required assessments for the completion of a course.
Summative assessments can be viewed through two broad assessment strategies: assessments of learning and assessments as learning.
- Assessment of learning (AoL) provides data to confirm course outcomes and students the opportunity to demonstrate proficiency in the learning objectives.
- Assessment as learning (AaL) provides student ownership of learning by utilizing evidence-based learning strategies, promoting self-regulation, and providing reflective learning.
A summative assessment can be designed to provide both assessment of learning (AoL) and assessment as learning (AaL). The goal of designing for AaL and AoL is to create a summative assessment as a learning experience while ensuring that the data collected is valid and reliable.
Want to learn more about these assessment strategies? Please visit the Resources Section – CATE website to review resources, teaching guides, and more.
Summative Assessments Heading link Copy link
Summative assessments (aol).
- Written assignments – such as papers or authentic assessments like projects or portfolios of creative work
- Mid-term exam
Although exams are typically used to measure student knowledge and skills at the end of a learning unit, module, or an entire course, they can also be incorporated into learning opportunities for students.
Example 1 - Exam Heading link Copy link
Example 1 - exam.
An instructor decides to analyze their current multiple-choice and short-answer final exam for alignment to the learning objectives. The instructor discovers that the questions cover the content in the learning objectives; however, some questions are not at the same cognitive levels as the learning objectives . The instructor determines that they need to create some scenario questions where students are asked to analyze a situation and apply knowledge to be aligned with a particular learning objective.
The instructor also realizes that this new type of question format will be challenging for students if the exam is the only opportunity provided to students. The instructor decides to create a study guide for students on scenarios (not used in the exam) for students to practice and self-assess their learning. The instructor plans to make future changes to the quizzes and non-graded formative questions to include higher-level cognitive questions to ensure that learning objectives are being assessed as well as to support student success in the summative assessment.
This example demonstrates assessment of learning with an emphasis on improving the validity of the results, as well as assessment as learning by providing students with opportunities to self-assess and reflect on their learning.
Written assignments in any form (authentic, project, or problem-based) can also be designed to collect data and measure student learning, as well as provide opportunities for self-regulation and reflective learning. Instructors should consider using a type of grading rubric (analytic, holistic, or single point) for written assignments to ensure that the data collected is valid and reliable.
Summative Assessments (AaL) Heading link Copy link
Summative assessments (aal).
- Authentic assessments – an assessment that involves a real-world task or application of knowledge instead of a traditional paper; could involve a situation or scenario specific to a future career.
- Project-based learning – an assessment that involves student choice in designing and addressing a problem, need, or question.
- Problem-based learning – similar to project-based learning but focused on solutions to problems.
- Self-critique or peer assessment
Example 2 - Authentic Assessment Heading link Copy link
Example 2 - authentic assessment.
An instructor has traditionally used a research paper as the final summative assessment in their course. After attending a conference session on authentic assessments, the instructor decides to change this summative assessment to an authentic assessment that allows for student choice and increased interaction, feedback, and ownership.
First, the instructor introduced the summative project during the first week of class. The summative project instructions asked students to select a problem that could be addressed by one of the themes from the course. Students were provided with a list of authentic products that they could choose from, or they could request permission to submit a different product. Students were also provided with a rubric aligned to the learning objectives.
Next, the instructor created small groups (three to four students) with discussion forums for students to begin brainstorming problems, themes, and ideas for their summative project. These groups were also required to use the rubric to provide feedback to their peers at two separate time points in the course. Students were required to submit their final product, references, self-assessment using the rubric, and a reflection on the peer interaction and review.
This example demonstrates an authentic assessment as well as an assessment of learning (AoL) and assessment as learning (AaL). The validity and reliability of this summative assessment are ensured using a rubric that is focused on the learning objectives of the course and consistently utilized for the grading and feedback of the summative project. Data collected from the use of grading criteria in a rubric can be used to improve the summative project as well as the instruction and materials in the course. This summative project allows for reflective learning and provides opportunities for students to develop self-regulation skills as well as apply knowledge gained in an authentic and meaningful product.
Another way to create a summative assessment as a learning opportunity is to break it down into smaller manageable parts. These smaller parts will guide students’ understanding of expectations, provide them with opportunities to receive and apply feedback, as well as support their executive functioning and self-regulation skills.
WHY? Heading link Copy link
We know that summative assessments are vital to the curriculum planning cycle to measure student outcomes and implement continuous improvements. But how do we ensure our summative assessments are effective and equitable? Well, the answer is in the research.
Validity, Reliability, and Manageability
Critical components for the effectiveness of summative assessments are the validity, reliability, and manageability of the assessment (Khaled, 2020).
- Validity of the assessment refers to the alignment to course learning objectives. In other words, are the assessments in your course measuring the learning objectives?
- Reliability of the assessment refers to the consistency or accuracy of the assessment used. Are the assessment practices consistent from student to student and semester to semester?
- Manageability of the assessment refers to the workload for both faculty and students. For faculty, is the type of summative assessment causing a delay in timely grading and feedback to the learner? For students, is the summative assessment attainable and are the expectations realistic?
As you begin to design a summative assessment, determine how you will ensure the assessment is valid, reliable, and manageable.
Feedback & Summative Assessments
Attributes of academic feedback that improve the impact of the summative assessment on student learning (Daka, 2021; Harrison 2017) include:
- Provide feedback without or before grades.
- Once the grade is given, then explain the grading criteria and score (e.g., using a rubric to explain grading criteria and scoring).
- Identify specific qualities in students’ work.
- Describe actionable steps on what and how to improve.
- Motivate and encourage students by providing opportunities to submit revisions or earn partial credit for submitting revised responses to incorrect answers on exams.
- Allow students to monitor, evaluate, and regulate their learning.
Additional recommendations for feedback include that feedback should be timely, frequent, constructive (what and how), and should help infuse a sense of professional identity for students (why). The alignment of learning objectives, learning activities, and summative assessments is critical to student success and will ensure that assessments are valid. And lastly, the tasks in assessments should match the cognitive levels of the course learning objectives to challenge the highest performing students while elevating lower-achieving students (Daka, 2021).
HOW? Heading link Copy link
How do you start designing summative assessments?
Summative assessments can help measure student achievement of course learning objectives as well as provide the instructor with data to make pedagogical decisions on future teaching and instruction. Summative assessments can also provide learning opportunities as students reflect and take ownership of their learning.
So how do you determine what type of summative assessment to design? And how do you ensure that summative assessment will be valid, reliable, and manageable? Let’s dive into some of the elements that might impact your design decisions, including class size, discipline, modality, and EdTech tools .
Class Size and Modality
The manageability of summative assessments can be impacted by the class size and modality of the course. Depending on the class size of the course, instructors might be able to implement more opportunities for authentic summative assessments that provide student ownership and allow for more reflective learning (students think about their learning and make connections to their experiences). Larger class sizes might require instructors to consider implementing an EdTech tool to improve the manageability of summative assessments.
The course modality can also influence the design decisions of summative assessments. Courses with synchronous class sessions can require students to take summative assessments simultaneously through an in-person paper exam or an online exam using an EdTech tool, like Gradescope or Blackboard Tests, Pools, and Surveys . Courses can also create opportunities for students to share their authentic assessments asynchronously using an EdTech tool like VoiceThread .
When designing a summative assessment as a learning opportunity for major coursework, instructors should reflect on the learning objectives to be assessed and the possible real-world application of the learning objectives. In replacement of multiple-choice or short answer questions that focus on content memorization, instructors might consider creating scenarios or situational questions that provide students with opportunities to analyze and apply knowledge gained. In major coursework, instructors should consider authentic assessments that allow for student choice, transfer of knowledge, and the development of professional skills in place of a traditional paper or essay.
Undergraduate General Education Coursework
In undergraduate general education coursework, instructors should consider the use of authentic assessments to make connections to students’ experiences, goals, and future careers. Simple adjustments to assignment instructions to allow for student choice can help increase student engagement and motivation. Designing authentic summative assessments can help connect students to the real-world application of the content and create buy-in on the importance of the summative assessment.
Summative Assessment Tools
EdTech tools can help to reduce faculty workload by providing a delivery system for students to submit work as well as tools to support academic integrity.
Below are EdTech tools that are available to UIC faculty to create and/or grade summative assessments as and of learning.
Assessment Creation and Grading Tools Heading link Copy link
Assessment creation and grading tools.
- Blackboard assignments drop box and rubrics
- Blackboard quizzes and exams
Assessment creation and grading tools can help support instructors in designing valid and reliable summative assessments. Gradescope can be utilized as a grading tool for in-person paper and pencil midterm and final exams, as well as a tool to create digital summative assessments. Instructors can use AI to improve the manageability of summative assessments as well as the reliability through the use of rubrics for grading with Gradescope.
In the Blackboard learning management system, instructors can create pools of questions for both formative and summative assessments as well as create authentic assessment drop boxes and rubrics aligned to learning objectives for valid and reliable data collection.
Academic Integrity Tools
- SafeAssign (undergraduate)
- iThenticate (graduate)
- Respondus LockDown Browser and Monitoring
Academic integrity tools can help ensure that students are meeting academic expectations concerning research through the use of SafeAssign and iThenticate as well as academic integrity during online tests and exams using Respondus Lockdown Browser and Monitoring.
Want to learn more about these summative assessment tools? Visit the EdTech section on the CATE website to learn more.
Additional guidance on online exams is available in Section III: Best Practices for Online (Remote Proctored, Synchronous) Exams in the Guidelines for Assessment in Online Environments Report , which outlines steps for equitable exam design, accessible exam technology, and effective communication for student success. The framing questions in the report are designed to guide instructors with suggestions, examples, and best practices (Academic Planning Task Force, 2020), which include:
- “What steps should be taken to ensure that all students have the necessary hardware, software, and internet capabilities to complete a remote, proctored exam?
- What practices should be implemented to make remote proctored exams accessible to all students, and in particular, for students with disabilities?
- How can creating an ethos of academic integrity be leveraged to curb cheating in remote proctored exams?
- What are exam design strategies to minimize cheating in an online environment?
- What tools can help to disincentive cheating during a remote proctored exam?
- How might feedback and grading strategies be adjusted to deter academic misconduct on exams?”
GETTING STARTED Heading link Copy link
The following steps will support you as you examine current summative assessment practices through the lens of assessment of learning (AoL) and assessment as learning (AaL) and develop new or adapt existing summative assessments.
- The first step is to utilize backward design principles by aligning the summative assessments to the learning objectives.
- To collect valid and reliable data to confirm student outcomes (AoL).
- To promote self-regulation and reflective learning by students (AaL).
- Format: exam, written assignment, portfolio, performance, project, etc.
- Delivery: paper and pencil, Blackboard, EdTech tool, etc.
- Feedback: general (how to improve performance), personalized (student-specific), etc.
- Scoring: automatically graded by Blackboard and/or EdTech tool or manual through the use of a rubric in Blackboard.
- The fourth step is to review data collected from summative assessment(s) and reflect on the implementation of the summative assessment(s) through the lens of validity, reliability, and manageability to inform continuous improvements for equitable student outcomes.
CITING THIS GUIDE Heading link Copy link
Citing this guide.
Messier, N. (2022). “Summative assessments.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved [today’s date] from https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/summative-assessments/
ADDITIONAL RESOURCES Heading link Copy link
Academic Planning Task Force. (2020). Guidelines for Assessment in Online Learning Environments .
McLaughlin, L., Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus.
Moore, E. (2020). Assessments by Design: Rethinking Assessment for Learner Variability. Faculty Focus.
Websites and Journals
Association for the Assessment of Learning in Higher Education website
Assessment & Evaluation in Higher Education. Taylor & Francis Online Journals
Journal of Assessment in Higher Education
REFERENCES Heading link Copy link
Daka, H., & Mulenga-Hagane, M., Mukalula-Kalumbi, M., Lisulo, S. (2021). Making summative assessment effective. 5. 224 – 237.
Earl, L.M., Katz, S. (2006). Rethinking classroom assessment with purpose in mind — Assessment for learning, assessment as learning, assessment of learning. Winnipeg, Manitoba: Crown in Right of Manitoba.
Galletly, R., Carciofo, R. (2020). Using an online discussion forum in a summative coursework assignment. Journal of Educators Online . Volume 17, Issue 2.
Harrison, C., Könings, K., Schuwirth, L. & Wass, V., Van der Vleuten, C. (2017). Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Medical Education. 17. 10.1186/s12909-017-0912-5.
Khaled, S., El Khatib, S. (2020). Summative assessment in higher education: Feedback for better learning outcomes
Cbse summative assessment.
Summative Assessment is carried out at the end of a course of learning. It measures or 'sumsup' how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on them to decide about the development of a child is not only unfair but also unscientific.
Over emphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.
Features of Summative Assessment
- Assessment of learning
- Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.
- Summative assessment methods are the most traditional way of evaluating student work.
Type of Questions:
- Objective type
- Short Answer
- Long Answers
- Summative Assessment-I
- Summative Assessment-II
The only thing necessary for the triumph of evil is for good men to do nothing. - Edmund Burke
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Summative Assessment and Feedback
Summative assessments are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is aimed at helping students understand how well they have done in meeting the overall learning goals of the course.
Effective summative assessments
Effective summative assessments provide students a structured way to demonstrate that they have met a range of key learning objectives and to receive useful feedback on their overall learning. They should align with the course learning goals and build upon prior formative assessments. These assessments will address how well the student is able to synthesize and connect the elements of learning from the entirety of the course into a holistic understanding and provide an opportunity to provide rich summative feedback.
The value of summative feedback
Summative feedback is essential for students to understand how far they have come in meeting the learning goals of the course, what they need further work on, and what they should study next. This can affect later choices that students make, particularly in contemplating and pursuing their major fields of study. Summative feedback can also influence how students regard themselves and their academic disciplines after graduation.
Use rubrics to provide consistency and transparency
A rubric is a grading guide for evaluating how well students have met a learning outcome. A rubric consists of performance criteria, a rating scale, and indicators for the different rating levels. They are typically in a chart or table format.
Instructors often use rubrics for both formative and summative feedback to ensure consistency of assessment across different students. Rubrics also can make grading faster and help to create consistency between multiple graders and across assignments.
Students might be given access to the rubric before working on an assignment. No criteria or metric within a summative assessment should come as a surprise to the students. Transparency with students on exactly what is being assessed can help them more effectively demonstrate how much they have learned.
Types of summative assessments
Different summative assessments are better suited to measuring different kinds of learning.
Examinations are useful for evaluating student learning in terms of remembering information, and understanding and applying concepts and ideas. However, exams may be less suited to evaluating how well students are able to analyze, evaluate, or create things related to what they've learned.
A presentation tasks the student with teaching others what they have learned typically by speaking, presenting visual materials, and interacting with their audience. This can be useful for assessing a student's ability to critically analyze and evaluate a topic or content.
With projects, students will create something, such as a plan, document, artifact, or object, usually over a sustained period of time, that demonstrates skills or understanding of the topic of learning. They are useful for evaluating learning objectives that require high levels of critical thinking, creativity, and coordination. Projects are good opportunities to provide summative feedback because they often build on prior formative assessments and feedback.
With a portfolio, students create and curate a collection of documents, objects, and artifacts that collectively demonstrate their learning over a wide range of learning goals. Portfolios usually include the student's reflections and metacognitive analysis of their own learning. Portfolios are typically completed over a sustained period of time and are usually done by individual students as opposed to groups.
Portfolios are particularly useful for evaluating how students' learning, attitudes, beliefs, and creativity grow over the span of the course. The reflective component of portfolios can be a rich form of self-feedback for students. Generally, portfolios tend to be more holistic and are often now done using ePortfolios .
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A Visual Chart on Summative Vs Formative Assessment
By Med Kharbach, PhD | Last Update: September 24, 2023
Summative vs formative assessment is the topic of our blog post today!
Navigating the realm of educational assessments can feel like a tightrope walk. On one side, we have formative assessments—those ongoing checks that help us tweak our teaching and help students steer their learning. On the other, there are summative assessments, which act as final verdicts on what a student has grasped. But how do they differ, and when should you use one over the other?
I’ve sifted through some compelling resources, including Frey and Fisher’s “ Literacy 2.0 ” and the Eberly Center’s insights, to bring you a detailed guide that unpacks the essentials. Whether you’re a seasoned educator or a parent trying to understand your child’s academic journey, this post is your roadmap to making sense of formative and summative assessments.
Frey and Fisher’s Perspective
In their book, Frey and Fisher advocate for a balanced approach. They emphasize that formative assessment is like your GPS during a road trip—it helps you make timely adjustments, whether that’s rerouting or changing speed. You’re essentially “assessing for learning.” On the other hand, summative assessment is your final destination, a comprehensive look at what has been learned or “assessment of learning.”
Gleaning Insights from Eberly Center
I also brought in some more food for thought from the Eberly Center ‘s page. According to their resources, formative assessments are ongoing and can happen in the form of real-time feedback, quizzes, or class discussions. Summative assessments, in contrast, are generally high stakes and include finals, standardized tests, and end-of-unit projects.
In my years in the classroom and current research work, I’ve found formative assessments to be a lifesaver. They not only gauge where the students are at but also provide insights for me as an educator to modify my teaching techniques. I recall a time when a quick, formative quiz revealed that a majority of the class was struggling with a concept. It allowed me to re-tailor my lesson plans on the spot. Summative assessments are vital too, don’t get me wrong. They give a holistic view of a student’s skills and knowledge, but they should never be the sole focus.
Of course, the debate around formative vs. summative assessments is nuanced. Some educators argue that formative assessments can create a continuous feedback loop, enabling a more learner-centric environment. However, critics often point out that too many formative assessments can lead to ‘assessment fatigue’ for both teachers and students.
Summative Vs Formative Assessment
To break it down, I’ve created a visual aid that serves as your quick guide to the two. The visual elaborates on the key differences and showcases examples so you can easily grasp how each fits into your teaching strategy.
So there we have it—the ins and outs of formative versus summative assessments. Both have their unique strengths and challenges, but it’s their combined use that creates a well-rounded educational experience. Formative assessments are like your trusted co-pilot, giving you real-time feedback for course correction, while summative assessments are your final destination, offering a comprehensive overview of the journey. From my time in the classroom and my current research, it’s clear that a balanced approach is key to maximizing student success and fostering effective teaching strategies.
- Literacy 2.0 : Reading and Writing in The 21st Century Classroom by Frey and Fisher
- What is the difference between formative and summative assessment? Eberly Centre
If you’re looking to delve deeper into this, check out this list of books on formative assessment . These reads will give you a more rounded understanding, offering both theoretical foundations and practical applications.
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Meet Med Kharbach, PhD
Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.
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