SUMMATIVE ASSESSMENT: ITS IMPORTANCE AND IMPACT ON STUDENTS' LEARNING
This paper focuses the nature, types and the probable impact of summative assessment, particularly high-stakes testing on students’ performance for learning. In addition, it raises other crucial points such authenticity, reliability and validity of such assessment procedures.
All assessment in the context of education involves making decisions pertaining to the use of such assessment which may vary from place to place and situation to situation. The hypothesis that better tests will lead to better teaching and learning is supported by many including Kellaghan et al. (1996, p. 53).The findings can only be strengthened by preparing quality preparation of the concerned tests. It is though a different issue to conduct a test and assess rote-knowledge (superficial knowledge), on the other hand it is equally difficult to assess validly the deeper understanding /purposive assessment (high stake testing) without a valid and reliable test. The investigation carried out by the following researcher support the same idea: (Gordon, S. & Rees, M, 1997; Kellaghan, T., Madaus, G. F. & Raczek, A, 1996; Shepard, L.,1991). The point of a threat to validity of the assessment is significant as High stakes tests are purposely prepared to be as specific, target oriented and technically ‘objective’ as possible. It should always be noted that there is always a focus on a good testing and professional marking to assure fair marking/correction and professionalism.
The impact of summative assessment on students’ learning can be of multiple type and multidimensional. In this case, the designers of the test and the evaluator/markers need to keep in view the systematic review for research based indicators of the impact of summative assessment and testing on motivation for learning or learning itself (Harlen, W. & James, M. J. (1997).As we know any test is designed to measure specific aspect. Thus, when an examinee passes high stakes test in general and funding in particular, the learners' knowledge, skill and over all development is assured. Therefore, high-stakes tests can become the justification for such tests that may enable teachers’ methods of assessment, evaluation and empowerment. But, one should be very clear that not all the tests are valid especially when the test developer hasn't considered all the important criteria of test making and devices.
Gordon, S. & Rees, M. (1997) High-stakes testing: worth the price?, Journal of School Leadership, 7, 345–68.
Harlen, W. & James, M. J. (1997) Assessment and learning: differences and relationships between formative and summative assessment, Assessment in Education, 4(3), 365–80.
Kellaghan, T., Madaus, G. F. & Raczek, A. (1996) The use of external examinations to improve student motivation, Washington, DC, American Educational Research Association.
Koretz, D. (1988) Arriving at Lake Wobegon: are standardized tests exaggerating achievement and distorting instruction?, American Educator, 12(2), 8 – 15, 46 – 52.
Shepard, L. (1991) Will national tests improve student learning?, Phi Delta Kappan, 72(4), 232–8.
