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Formative and Summative Assessment: Contradictories or Joint Opportunities?
Linnaeus University, Faculty of Technology, Department of Mechanical Engineering.
2014 (English)In: Proceeding of the 10th international CDIO Conference: Sharing Successful Engineering Education Experiences, CDIO , 2014Conference paper, Abstract (Refereed)
Abstract [en]

Formative assessment is used for monitoring student learning in order to provide the student with relevant feedback, while summative assessment is used to evaluate student learning outcomes. Traditionally, these two concepts are seen as counterparts or contradictories, and this might result in a belief that one is to be preferred in favour for the other. In fact, they both are important measures in creating an efficient learning environment, and in reality they are often combined. This contribution discusses the benefits of both concepts and in particular how one and same assignment could be utilised both for summative and formative purposes. The discussion is exemplified using experience from a first year course in project management and academic writing entitled “Technical projects and report writing”. In the course, summative as well as formative assessment methods are utilised. The interconnection between assessment methods and the integration of both summative and formative aspects in some of the assignments is highlighted. We will also address how the setup is communicated to the students and their feedback and reflections on the course and their learning outcomes.

Place, publisher, year, edition, pages
CDIO , 2014.
Keyword [en]
Formative assessment, Summative assessment, Project management, Course activities’ design, Standards: 3, 8, 11
National Category
Educational Sciences
URN: urn:nbn:se:lnu:diva-35460ISBN: 978-84-697-2147-6ISBN: 84-697-2147-XOAI: diva2:727712
10th international CDIO Conference, 15-19 June 2014, Barcelona, Spain
Available from: 2014-06-23 Created: 2014-06-23 Last updated: 2015-04-08Bibliographically approved

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Kans, Mirka
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