Results from assessments serve as a litmus test to evaluate whether the learning outcomes/objectives were met and the instructional strategies were effective. Linda Suskie (2009) discusses two major types of assessment methods—formative and summative. Formative assessments provide feedback throughout the learning experience. However, summative assessments evaluate learning at the end of a learning experience. As a Walden University doctoral student, you have experienced both formative and summative methods of assessment embedded in the course assignments. Imagine you were given an opportunity to modify one of the assignments you have experienced as a doctoral student. Reflect on your experiences and the resources, and address the questions in the posting instructions below.
Answer the following:
Describe your experiences with both types of assessment methods.
Select the assessment you would like to modify and redesign the assessment. Remember to keep in mind Suskie's principles of a good assessment, different types of scoring guides, and strategies to solicit reflection.
During my doctoral work at Walden there were several courses where the evaluation was formative in nature. In one course, there were only three doctoral students. We were required to make a short presentation of about ten minutes on the topic of discussion. This presentation was to be made before the instructor gave a lecture or discussed the issue. There was formative assessment every class and our preparedness and understanding of the material improved. During another doctoral course, I was required to submit in two sentences the main objective of the lecture. This encouraged me to think about the lecture in its entirety and seek the objective. During a third course, I was required to do a ...
This solution explains assessment in adult learning with Suskie's principles in mind. The sources used are also included in the 441-word solution.