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      ‘Summative’ and ‘Formative’: Confused by the assessment terms?

      Ussher, William (Bill) Grant; Earl Rinehart, (Suzanne) Kerry
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      ‘Summative’ and ‘Formative.pdf
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       www.teacherswork.ac.nz
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      Ussher, B. & Earl, K. (2010). ‘Summative’ and ‘Formative’: Confused by the Assessment Terms? New Zealand Journal of Teachers’ Work, 7(1), 53-63.
      Permanent Research Commons link: https://hdl.handle.net/10289/4845
      Abstract
      The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.
      Date
      2010
      Type
      Journal Article
      Publisher
      Massey University
      Rights
      This article has been published in the journal: New Zealand Journal of Teachers’ Work. Used with permission.
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      • Education Papers [1408]
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