Exploring Relations Between Formative and Summative Assessment

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Exploring Relations Between Formative and Summative Assessment. / Dolin, Jens; Black, Paul; Harlen, Wynne; Tiberghien, Andrée.

Transforming Assessment: Through an Interplay Between Practice, Research and Policy. ed. / Jens Dolin; Robert Evans. Springer, 2018. p. 53-80 (Contributions from Science Education Research, Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Dolin, J, Black, P, Harlen, W & Tiberghien, A 2018, Exploring Relations Between Formative and Summative Assessment. in J Dolin & R Evans (eds), Transforming Assessment: Through an Interplay Between Practice, Research and Policy. Springer, Contributions from Science Education Research, vol. 4, pp. 53-80. https://doi.org/10.1007/978-3-319-63248-3_3

APA

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring Relations Between Formative and Summative Assessment. In J. Dolin, & R. Evans (Eds.), Transforming Assessment: Through an Interplay Between Practice, Research and Policy (pp. 53-80). Springer. Contributions from Science Education Research Vol. 4 https://doi.org/10.1007/978-3-319-63248-3_3

Vancouver

Dolin J, Black P, Harlen W, Tiberghien A. Exploring Relations Between Formative and Summative Assessment. In Dolin J, Evans R, editors, Transforming Assessment: Through an Interplay Between Practice, Research and Policy. Springer. 2018. p. 53-80. (Contributions from Science Education Research, Vol. 4). https://doi.org/10.1007/978-3-319-63248-3_3

Author

Dolin, Jens ; Black, Paul ; Harlen, Wynne ; Tiberghien, Andrée. / Exploring Relations Between Formative and Summative Assessment. Transforming Assessment: Through an Interplay Between Practice, Research and Policy. editor / Jens Dolin ; Robert Evans. Springer, 2018. pp. 53-80 (Contributions from Science Education Research, Vol. 4).

Bibtex

@inbook{f6c14c0cbe9d440e8fb0d0225045963d,
title = "Exploring Relations Between Formative and Summative Assessment",
abstract = "The chapter is characterising the two key purposes of assessment, formative and summative, and considering how they are related and can be brought together in developing a dependable approach to summative assessment using evidence collected and used in formative assessment. The third purpose of assessment, accountability, is dealt with as a special use of summative assessment. The range of approaches to using assessment formatively – to influence learning activities as they take place – and summatively, to record evidence of what has been learned at certain times, is discussed. Some examples from the ASSIST-ME project illustrate the variety of approaches to assessment and the overlapping relations between formative and summative use of assessment.",
author = "Jens Dolin and Paul Black and Wynne Harlen and Andr{\'e}e Tiberghien",
year = "2018",
doi = "10.1007/978-3-319-63248-3_3",
language = "English",
isbn = "978-3-319-63247-6",
series = "Contributions from Science Education Research",
publisher = "Springer",
pages = "53--80",
editor = "Jens Dolin and Evans, {Robert }",
booktitle = "Transforming Assessment",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Exploring Relations Between Formative and Summative Assessment

AU - Dolin, Jens

AU - Black, Paul

AU - Harlen, Wynne

AU - Tiberghien, Andrée

PY - 2018

Y1 - 2018

N2 - The chapter is characterising the two key purposes of assessment, formative and summative, and considering how they are related and can be brought together in developing a dependable approach to summative assessment using evidence collected and used in formative assessment. The third purpose of assessment, accountability, is dealt with as a special use of summative assessment. The range of approaches to using assessment formatively – to influence learning activities as they take place – and summatively, to record evidence of what has been learned at certain times, is discussed. Some examples from the ASSIST-ME project illustrate the variety of approaches to assessment and the overlapping relations between formative and summative use of assessment.

AB - The chapter is characterising the two key purposes of assessment, formative and summative, and considering how they are related and can be brought together in developing a dependable approach to summative assessment using evidence collected and used in formative assessment. The third purpose of assessment, accountability, is dealt with as a special use of summative assessment. The range of approaches to using assessment formatively – to influence learning activities as they take place – and summatively, to record evidence of what has been learned at certain times, is discussed. Some examples from the ASSIST-ME project illustrate the variety of approaches to assessment and the overlapping relations between formative and summative use of assessment.

U2 - 10.1007/978-3-319-63248-3_3

DO - 10.1007/978-3-319-63248-3_3

M3 - Book chapter

SN - 978-3-319-63247-6

T3 - Contributions from Science Education Research

SP - 53

EP - 80

BT - Transforming Assessment

A2 - Dolin, Jens

A2 - Evans, Robert

PB - Springer

ER -

ID: 196854788