Posted: October 18th, 2023

Different Types of Assessments and Their Effects on Student Academic Performance

Different Types of Assessments and Their Effects on Student Academic Performance

Assessment is a crucial component of the educational process, as it provides feedback on the progress and achievement of students. However, not all assessments are created equal, and different types of assessments may have different effects on student academic performance. In this blog post, we will explore some of the common types of assessments used in education, and how they may influence student learning outcomes.

Formative Assessment

Formative assessment is a type of assessment that occurs during the learning process, and aims to monitor and improve student learning. Formative assessment can take various forms, such as quizzes, observations, discussions, self-assessments, peer feedback, and portfolios. Formative assessment is usually low-stakes, meaning that it does not contribute to the final grade or evaluation of the student. The main purpose of formative assessment is to provide timely and constructive feedback to students and teachers, and to identify the strengths and weaknesses of students. Formative assessment can help students to identify their learning goals, monitor their progress, and adjust their strategies accordingly. Formative assessment can also help teachers to diagnose the learning needs of students, and to modify their instruction and curriculum accordingly.

According to research, formative assessment can have positive effects on student academic performance, as it can enhance student motivation, engagement, self-regulation, and metacognition (Black & Wiliam, 1998; Hattie & Timperley, 2007; Nicol & Macfarlane-Dick, 2006). Formative assessment can also improve student achievement by providing clear and specific feedback that helps students to close the gap between their current and desired performance (Sadler, 1989). However, formative assessment also requires careful planning and implementation by teachers, as well as active involvement and participation by students. Formative assessment can be ineffective or even detrimental if the feedback is vague, delayed, inconsistent, or negative (Shute, 2008).

Summative Assessment

Summative assessment is a type of assessment that occurs at the end of a learning unit or course, and aims to measure and evaluate student learning. Summative assessment can take various forms, such as tests, exams, projects, essays, presentations, and portfolios. Summative assessment is usually high-stakes, meaning that it contributes to the final grade or evaluation of the student. The main purpose of summative assessment is to provide a summary of student achievement and progress, and to certify or accredit student learning.

According to research, summative assessment can have mixed effects on student academic performance, depending on how it is designed and used. Summative assessment can have positive effects if it aligns with the learning objectives and outcomes of the course, and if it reflects the content and skills that students have learned (Biggs & Tang, 2011; Stiggins & Chappuis, 2005). Summative assessment can also have positive effects if it provides meaningful feedback to students and teachers, and if it allows for multiple opportunities and methods of assessment (Guskey & Bailey, 2001; Wiliam & Black, 1996). However, summative assessment can also have negative effects if it is poorly designed or administered, or if it induces anxiety or stress among students (Harlen & Crick, 2003; Zeidner & Matthews, 2005). Summative assessment can also have negative effects if it narrows the curriculum or instruction to focus on test preparation or memorization (Au, 2007; Kohn, 2000).

Alternative Assessment

Alternative assessment is a type of assessment that differs from traditional forms of assessment in terms of content, format, process, or purpose. Alternative assessment can take various forms,
such as performance-based tasks, authentic tasks, portfolios,
rubrics,
self-assessment,
peer-assessment,
and
student-led conferences.
Alternative
assessment
is
usually
low-stakes
or
moderate-stakes,
meaning
that
it
may
or
may
not
contribute
to
the
final
grade
or
evaluation
of
the
student.
The
main
purpose
of
alternative
assessment
is
to
provide
a
more
holistic,
valid,
and
reliable
measure
of
student
learning,
and
to
promote
higher-order thinking,
creativity,
and problem-solving skills.

According to research,
alternative assessment can have positive effects on student academic performance,
as it can increase student motivation,
engagement,
autonomy,
and ownership of learning (Gulikers et al., 2004; Stiggins et al., 2004; Wiggins & McTighe,
2005).
Alternative assessment can also improve student achievement by providing more authentic and meaningful tasks that reflect real-world situations and challenges (Darling-Hammond & Snyder,
2000; Newmann et al., 1996).
However,
alternative assessment also requires more time and resources to design and implement by teachers,
as well as more training and guidance for students and evaluators.
Alternative assessment can also pose challenges in terms of validity,
reliability,
and comparability of results,
especially when using subjective or qualitative criteria (Gipps, 1994; Moss, 1996).

Conclusion

In conclusion,
different types of assessments can have different effects on student academic performance,
depending on how they are designed and used.
Formative assessment can enhance student learning by providing timely and constructive feedback,
summative assessment can measure and evaluate student learning by providing a summary of achievement and progress,
and alternative assessment can capture and promote student learning by providing more authentic and meaningful tasks.
However,
all types of assessments also have their limitations and challenges,
and require careful planning and implementation by teachers,
as well as active involvement and participation by students.
Therefore,
teachers should use a balanced and diversified approach to assessment,
and select the most appropriate type of assessment for each learning objective and outcome.

References

Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5-6), 523-545.

Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. Routledge.

Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Corwin Press.

Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Heinemann.

Moss, P. A. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25(1), 20-28.

Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (1996). Authentic achievement: Restructuring schools for intellectual quality. Jossey-Bass.

Nicol, D. J., & 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), 199-218.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right-using it well.
Assessment Training Institute.

Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps.Theory Into Practice,
44(1),
11-18.

Wiggins,
G.,
&
McTighe,
J.
(2005).
Understanding
by
design.
Ascd.

Wiliam,
D.,
&
Black,
P.
(1996).
Meanings
and
consequences:
A
basis
for
distinguishing
formative
and
summative
functions
of
assessment?
British
Educational
Research
Journal,
22(5),
537-548.

Zeidner,
M.,
&
Matthews,
G.
(2005).
Evaluation
anxiety:
Current
theory
and
research.
In
A.
J.
Elliot
&
C.
S.
Dweck
(Eds.), Handbook of competence and motivation (pp.
141-163).

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