Reedy, Randy. "Formative and Summative Assessment: A Possible Alternative to the Grading-Reporting Dilemma." NAASP Bulletin 79.47 (1995): 47-51. Education: A SAGE Full-Text Collection. Web.
Above Image From: http://english-trainer.blogspot.com/2011/01/english-essay-writing-tips.html
In "Formative and Summative Assessment: A Possible Alternative to the Grading-Reporting Dilemma," Reedy begins by describing different types of grading methods. I found this very helpful, as it encouraged me to ponder what type of grading I will use in the classroom. The types she describes are:
- Product Learning--measured by a summative evaluation of student achievement (teacher assesses student after instructional sequence has been completed)
- Process Learning--emphasizes the student's work as he or she completes tasks on the way to the end product
- Progress Learning--compares what the student knows now compared to what he or she knew before learning began (48-49)
While the article explored the option of not using letters or percentages to grade and instead just giving feedback, I find that option quite unrealistic at the college level. I think students would riot and possibly throw things at me if I were to say, "Nice job on your essays, everyone! I gave you feedback, but there will be no grade assigned." HA! That would not work. However, I do see the benefit of considering the students' process in addition to their product learning. In another class, Theory of Composition and Rhetoric, we have begun to explore the idea of students creating portfolios in which pieces would be graded along the way in addition to given feedback, and the students would have the opportunity to revise for their final portfolio. This product would comprise a large portion of the grade, because it would demonstrate the students' best work, after they have taken feedback from the instructor into consideration.
Reedy articulates this well when she says, "Evaluation during the summative phase can evaluate student learning and also provide information on how well the teacher's formative evaluation served the student. It is at the summative point that letter grades have a legitimate role to play" (50). Summative assessment is important (this is why for all of my classes I have a 20 page research paper, presentation, final exam or portfolio due at the end of the semester). However, by having formative evaluation along the way, the teacher has a chance to provide feedback. Part of the feedback is the letter grade ("Oh, man, I got an F. I need to work harder or ask the professor for help" or "Yes! I got an A. I am on the right track and I will stick to my study habits. They are paying off.") Furthermore, any comments a teacher gives can help a student in the future. If I teach a composition next year, I will definitely schedule at least one face-to-face meeting with each student (even if it is only 15 minutes) to give them feedback on their writing. This way, they will be forced to acknowledge my advice, even if they ignore my written feedback. This is an example of formative assessment, or an evaluation of process learning.
Furthermore, this article made me think of how to weigh my assignments. I believe that there should be "low-stake" assignments at first, as Dr. Wardle would say, so that students can have a chance to see my feedback and incorporate it into their next assignment. Then I would make the subsequent assignments worth more (or let the students drop their lowest grade; this would achieve a similar opportunity for the student to get a chance to try without too much pressure). As Reedy says it, "By developing a grading policy that provides non-threatening feedback, during formative evaluation and remediation, the student can concentrate on learning" (50). Again, I realize that "non-threatening" does not need to mean "not graded," as I would grade all of my students' assignments (I believe that since they have taken the time to do the assignment, I should take the time to grade it and provide feedback). However, I would make the initial assignments non-threatening by either making earlier assignment less points like Dr. Wardle does, or dropping each student's lowest grade, as Dr. Trouard does for our Three Position Papers.
While this article is a bit older and does not provide earth-shattering news, it does deal with a concern that continues to be debated by teachers and educational institutions everywhere: assessment. Furthermore, it gave me a lot to think about regarding how to grade and how to set up my assignments on my syllabus. I would like to think that I could promote learning by allowing students to make attempts at skills in which they may or may not have confidence, giving feedback, and giving them opportunities to try again with that feedback in mind. It is what one may call "learning." :)
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