From what I’ve seen so far in this course and the course outline, it’s clear that formative assessment is the primary strategy being used. Unlike summative assessment, which evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark, formative assessment is more focused on providing ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. This approach allows for continuous improvement and adaptation throughout the course.
In my Computer Science program, the dominant assessment strategy has been summative. This assessment are typically final exams or major projects that occur at the end of a module or term. The key characteristic of summative assessments is that they provide a single opportunity for students to demonstrate their knowledge and skills, and the feedback, if any, is not used to improve future attempts. Essentially, you have one shot to get it right and if you miss the mark, there’s no going back to recover those lost points.
Connection to Learning Theories
Behaviorism and Summative Assessment:
Behaviorism, a learning theory primarily concerned with observable behaviors, is what I believe is closely related to summative assessments. In a behaviorist framework, reinforcement is used to shape behavior. The feedback from summative assessments acts as this reinforcement, encouraging students to modify their behavior (answers) to align with desired outcomes (Ertmer & Newby, 2013). However, the one-time nature of summative assessments means that there’s limited opportunity for iterative improvement.
Cognitivism and Formative Assessment:
Cognitivism focuses on the mental processes involved in learning. In the context of formative assessment, feedback is crucial as it provides students with information on their progress. Helping them to make accurate mental connections. This ongoing process supports learning by allowing students to adjust their understanding and approach based on the feedback they receive.
Constructivism and Formative Assessment:
Constructivism assumes that learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Formative assessment aligns well with this theory as it encourages students to develop their own insights and validate them through feedback and social negotiation (Ertmer & Newby, 2013). This method supports a more personalized and in-depth learning experience.
Comparison with Other Courses
Comparing this course to others in my academic journey, especially within my Computer Science degree, the difference in assessment strategies is quite distinct. Most Computer Science courses rely heavily on summative assessments. These include final exams, projects, and assignments that don’t provide much room for iterative improvement based on feedback. The philosophy behind this seems to be that mastery should be demonstrated in one definitive assessment.
In contrast, courses like photography, philosophy, and this current course emphasize formative assessments. They provide ongoing feedback and multiple opportunities to improve. This not only helps in reinforcing learning but also reduces the pressure associated with a single high-stakes assessment. For instance, in a photography course, continuous critiques and feedback sessions are essential for refining skills and understanding. Similarly, in philosophy, continuous discussions and essays with feedback help in developing critical thinking and argumentation skills.
Conclusion
The use of formative assessment in this course aligns well with both cognitivist and constructivist learning theories. This emphasizes ongoing feedback and personal growth. This approach contrasts with the summative assessment strategies which is prevalent in my Computer Science courses. The shift from summative to formative assessment in this course is refreshing and offers a more supportive and iterative learning environment, something I find highly beneficial for my own learning and continuous improvement.
Reference
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Hi Jackson,
I wondered whether there have been any computer science classes that you have taken where you think a more constructivism based approach to the class would have been beneficial, or, if you think that the summative assessments are relevant for the classes that you have taken? Just interested in your insights!
Sophie
Hi Sophie,
CSC320 Foundations of Computer Science is regarded as one of the most difficult courses in the computer science degree program among my peers. It is a very theoretical course, and it is extremely exam-heavy; I believe the midterm and final exams together count for 65% of our final grade. The part I struggle with the most is the assignments. They are worth 25% of our grade and are marked extremely critically. Sometimes the feedback is given too late because we have already moved on to the next subject.
I believe a better way for us to learn would be to have immediate feedback, such as releasing the answer sheet right after the due date or allowing students to correct their mistakes on the assignment to achieve full marks (provided they have completed a reasonable amount of the work initially). This approach would help students learn more effectively and avoid making the same or similar mistakes on the exams, which are crucial for determining their success in the course.
With all of that being said, I still believe there is a place for summative assessments because they are effective. However, a hybrid approach that includes more of constructivism into purely summative assessments would be extremely beneficial, at least for me.
P.S. I find grading assignments and small quizzes for marks to be unreasonable because it feels like we are penalized for making mistakes. As newcomers to the subject, we are bound to make mistakes, so it seems unfair.
Interesting insights Jackson, thank you for sharing.
When I was teaching, a big part of my lessons involved learning from mistakes. In fact, I would make mistakes on purpose so my students could help me! I absolutely hear what you are saying in your final thought.