Assignment 1: Formative And Summative Assessment

Assignment 1 Formative And Summative Assessmentassessment Is A Key Co

In this assignment, you will discuss whether the instruction delivered is correctly aligned with the given assessment on the basis of a provided video. Tasks include describing the method of instruction in the video, commenting on the assessment chosen by the instructor at the end of the video, identifying whether it is formative or summative, evaluating the alignment between instruction and assessment, and suggesting potential improvements supported by scholarly evidence. Additionally, you will develop a needs analysis for a syllabus from Argosy University or another institution, explaining your method, its importance, and how it informs instructional evaluation, supported by scholarly sources.

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Effective alignment of instruction and assessment is crucial in ensuring that educational objectives are adequately met and accurately measured. In the provided video, the instructor employs a direct instructional method, which includes lectures, demonstrations, and guided practice to facilitate student understanding of the topic. The instructional strategy emphasizes active engagement and scaffolding information to promote comprehension. Such an approach is typical in courses where foundational knowledge or skills are being emphasized, as it allows instructors to monitor student progress closely and provide immediate feedback.

The assessment selected by the instructor at the conclusion of the video appears to be a summative assessment. It involves a final test or project designed to evaluate comprehensive understanding of the content covered during the instruction. This type of assessment is characteristic of summative assessment because it aims to measure student learning at the culmination of a instructional unit, providing a basis for assigning grades or evaluating overall achievement. The purpose of such assessments is to determine whether students have attained the learning objectives, making them suitable for summative purposes.

Regarding the alignment between instruction and assessment, there is a strong connection insofar as the instructional methods focus on foundational skills and understanding, which are then evaluated through a comprehensive summative task. Proper alignment is critical because if assessments do not reflect the instructional content or objectives, they fail to accurately measure student achievement. In this case, the assessment aligns well with the instruction since both focus on the core content and skills emphasized during lessons. However, some improvements could be made by incorporating formative assessments throughout the instructional process, such as quizzes or reflective exercises, which help monitor ongoing student understanding and adjust instruction accordingly (Black & Wiliam, 2009).

If I were the instructor, I would integrate more formative assessments during the instruction rather than relying solely on the final summative assessment. This approach allows for real-time feedback and the opportunity to tailor instruction addressing students’ needs. Evidence from research indicates that formative assessment enhances student learning by providing continuous feedback and promoting self-regulation (Hattie & Timperley, 2007). Additionally, I would incorporate diversified assessment methods, including peer assessments, self-assessments, and practical applications, to more comprehensively measure learning outcomes. These adjustments foster a more formative-oriented learning environment, encouraging active engagement and deeper understanding (Nicol & Macfarlane-Dick, 2006).

Switching to the needs analysis component, I developed my analysis through a structured review of the chosen syllabus, examining its stated learning outcomes, instructional content, and assessment methods. I collected data by analyzing the syllabus document, identifying the gaps between instructional goals and assessment criteria, and evaluating whether the content aligns with expected student needs. This process involved a comparison against established curriculum standards and learning theory frameworks that advocate for systematic needs assessments to inform curriculum development (Gagné, 1985).

A needs analysis is critical because it provides insights into the learners’ prior knowledge, skills gaps, and specific educational requirements. It ensures that the curriculum is relevant, targeted, and effective in achieving desired learning outcomes. Conducting a needs analysis helps educators design instructional activities and assessments that are appropriately challenging and aligned with learners’ needs, thus increasing the likelihood of educational success (Kirkpatrick & Kirkpatrick, 2006). Scholarly literature underscores that effective needs assessments can significantly improve curriculum design, instructional strategies, and assessment validity, ultimately leading to better student achievement and satisfaction (McQuarrie, 2014; Goldstein & Wintrode, 2009).

References

• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction. Holt, Rinehart & Winston.
• Goldstein, L., & Wintrode, M. (2009). Needs assessment. In J. M. Spector & M. D. Merrill (Eds.), Handbook of Research on Educational Communications and Technology (pp. 893-906). Routledge.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• McQuarrie, F. (2014). Curriculum development: A guide to practice. Routledge.
• 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.