Two forms of assessment....one goal........the best possible education for students
Comparison of Formative and Summative Assessments
| Formative Assessment | Summative Assessment |
| Used during instruction | Administered after instruction |
| Allows for daily adjustment to instruction | Intended to measure student learning |
| Brief (curriculum-based measurement (CBM) typically 1 minute in length | Lengthy |
| Determine progress and understanding of students | Used to assign grades |
| Used ongoing and frequently to monitor progress | Used to evaluate curriculum effectiveness |
| Quality check for teacher and methods of instruction | Evaluate annual student gains |
| | Inform about broad achievement trends after completion of instruction |
Source: Kubiszyn & Borich, 2010, p. 4
How this information relates to learning
| Formative Assessment | Summative Assessment |
| Students get the best instruction possible | Relies heavily on memorization and information that has been retained throughout the lesson |
| More time for instruction | Lengthy testing can lead to lack of attention from students |
| Not high stakes therefore not stressful for students | High stakes (can determine a pass or fail of objective) |
| Due to ongoing and frequency shows true progression of learning and understanding of students | Results can be inaccurate due to amount of information on assessment |
| Allows students to see their own progress and understanding | Creates a way to communicate to others what students have learned |
| Quality of instruction can be adjusted regularly and therefore have a better chance of meeting student needs | Allows for clear objectives for lessons and is created during lesson planning which allows teacher to know exactly where the lesson needs to go |
| | |
Source: Armstrong, Henson, & Savage, 2009, pp. 180-181
Reflection of Instruction
| Formative Assessment | Summative Assessment |
| Using short and frequent assessment allows educator to adjust areas that may be problematic for students | Knowing which students obtained lesson objectives and which students struggled allows for evaluation of curriculum/lesson |
| Allows educator to learn quickly which areas of instruction students may be struggling with and correct problem early on so many if not all students meet objectives of lesson | Helps educator stay focused and create clear, concise objectives for the lesson. |
Personal Reflection
In thinking about formative and summative assessment, I can see the upside and the downside of both as an educator. There are many ways an educator can tell if their students are gaining the knowledge that is hoped for when a lesson is prepared. Having clear objectives for creating an effective summative assessment allows me, as an educator, to remain focused on those objectives throughout instruction. However, it means perhaps not providing the best instruction for one group of students but making adjustments for students that come after. Finding out what students understand throughout the instruction portion of a lesson allows for quick adjustments so that the objectives are being met on an ongoing process. Formative assessment lends itself to a less stressful adjustment and creates an environment where learning is at its ultimate for all students.
I can recall several educators from my past that used both, formative and summative assessments. Often times, during instruction, I recall a teacher who handed out index cards and asked us to write down everything we knew about subject ABC. We then handed those index cards in and they were read out loud. Looking back, as an adult, I can now see my teacher was finding out what we knew about what had just been covered and then took what we didn’t know and recovered the information. I can also recall being told there would be a quiz or test at the end of lessons and I remember how important my teachers made those tests.
Knowing how to use each of the assessments gives the educator a solid foundation for making instruction optimal for everyone, student and educator alike.
Sources:
Armstrong, D., Henson, K, & Savage, T., (2009) Teaching today: an introduction to education. 8th ed. New Jersey: Pearson Education Inc.
Kubiszyn, T., & Borich, G., (2010) Educational testing and measurement: classroom application and practice, 9th ed. John Wiley & Sons
Who Will You Be?
Communication majors have many options when it comes to using their degree. Following is a list of possible career fields I have chosen. I am very interested in learning your career choices when it comes to using your Communications Degree. What would you add to my list of possibilities?
Teacher: Specifically Special Education Teaching. Special Education Teachers are able to use communication in many different forms. They can use visual communication, alternative communication such as sign language and they must know how to communicate on different levels in order to effectively communicate to and with the students. Special Education teachers work with students of varying degrees of disabilities, everything from behavioral issues to severe disabilities. Special Ed. Teachers teach life skills and basic literacy. They design curriculum and provide individual lessons to suit the needs of each child.According to the Bureau of Labor Relations (2011) the outlook for this position is expected to grow about 17% from 2008 to 2018. The outlook is good for this position to continue to grow and jobs should be plentiful. The income range for this position ranges from $33, 770 (in Pre-K and elementary) to upwards of $82,000 (in secondary schools).
This career requires a minimum of a Bachelor Degree and licensure through the state a person intends to teach in. They are also expected to continue education through courses that provide up to date information and technology.
Speech-Language Pathologists: They asses, diagnose, treat and help prevent disorders related to speech, language, cognitive communication, voice and swallowing problems as well as help with rhythm and fluency issues. They work with those who have problems with any of the above mentioned issues. They also deal with communication difficulties such as stuttering, memory, attention and problem solving skills. They utilize alternative methods of communication such as sign language or mechanical devices for communication.The Bureau of Labor Relations (2011) reports the outlook growth for this career to be faster than average with a 19% increase from 2008-2018. The median income for this career is $62,930 with a range of 50, 330 – 79, 620 depending on where the pathologist chooses to work.
The educational requirements are a Masters degree in Communication or Speech Therapy as well as licensure within the state of practice. This position also requires clinical experience and continued education.
Instructional Coordinator; This career is responsible for developing curriculum, select textbooks, and train teachers, evaluate educational processes for adherence to standards and regulations. They also research teaching methods, techniques, and develop procedures to ensure proper implementation of curriculum. They must have strong interpersonal communication skills.The Bureau of Labor Relations (2011) reports an faster than average growth outlook with a 23% increase of job openings between 2008 and 2018.
The average income for this career is $56, 880 with some making as much as $93,000.
Editor; This career reviews, edits and makes improvements to written work in the form of books, articles, journals, magazines, and story ideas. They edit drafts of books and oversee production of publications. Editors must have good communication and writing skills. They must be creative and be able to clearly communicate thoughts and ideas.
Editor positions require a Bachelors degree or higher but will except experience in the field, such as internships.
The Bureau of Labor Relations (2011) report a faster than average growth in this field with an 8% growth between 2008 and 2018.
The average income is 28,000 with some reaching and income of over $106,000.
Reporter; This career covers stories related to all areas of life and for all types of communication media. They gather information, attend meetings, union meetings, etc., they interview, write stories and edit their copy. They must be detailed oriented, impartial and curious about reporting the information.This position requires Bachelors in Communication, journalism experience or related field experience.
The Bureau of Labor Relations (2011) reports this field will have little to no growth and may even decline between 2008 and 2018.
The income for this career ranges from $25,000-$77,000
You can certainly tell which careers interested me and which ones were ones I would consider but not as enthusiastic about. The information for some of the careers were not as in depth as others, but all of them are careers I would be interested in, even if some were less than my first choice. Who would have thought communication encompasses so many careers choices!
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Virtually Real
Communication is a venue all people use and yet the complexities of it can be a hindrance. When people bring their own cultural beliefs, behaviors and attitudes into communication there comes with it some limitations. As the world quickly becomes smaller, not necessarily in population, but in the ability to communicate with people around the globe, so comes more complex means of trying to figure out how to interact with others who may or may not be just like ourselves. One area that has recently brought people together is the virtual reality world. Here too is a means to communicate with others from a diverse cultural background but not without limitations and obstacles. While there are limitations within the virtual world in regards to communication, such as nonverbal cues, there are also benefits of being able to cross the lines of prejudice because the typical elements of prejudice on nonexistent in the virtual world.
Intercultural Communications
Intercultural communication is communication between not only individuals from different cultures but also between people of different and varying groups (Jandt, 2010, p. 18). Intercultural can be as small as speaking with a neighbor or as large as talking to someone from a different country. Cultures and subcultures come in many sizes and shapes and while there are certain aspects that are similar, no two cultures are exactly the same. Communication among people can be complex in trying to figure out how to interact with those differences and not let them be deterrents. One way of accomplishing this is in using the virtual world.
The Virtual World
By definition, virtual reality is “a realistic simulation of an environment, including three-dimensional graphics, by a computer system using interactive software and hardware” (www.dictionary.com, 2010). In laymen terms, the computer becomes a place for people to be and interact without ever coming face to face with one another. In Understanding Islam, The Imagination Age (2010), it is stated “strangers in the physical world do not approach one another in the street with the goal of understanding differences but in the three dimensional world with no risk of physical harm or discomfort, they will”. The virtual world is in essence a place where people from diverse cultural backgrounds may be able to approach others they may not have approached in the physical world. In interacting in an environment in the virtual world, there is a creation of security. Knowing that approaching someone is virtually risk free, one may feel more comfortable in doing so. By taking the limitation of uncertainty away, the virtual world opens a channel of communication that may not have initially been there had the participants been in the physical world. The virtual world offers the chance to let go of some inhibitions, but it is not without some limitations.
Limitations
Human communication is complex and involves many aspects that cannot be simulated in the virtual world. In a normal face to face communication, there are elements that both parties involved can feed off of or cue off of. The kinesics of communication includes gestures, body movements, facial expressions, and eye contact (Jandt, 2010, p. 113). While many of these things can be simulated, they are not always true to the person behind the avatar, therefore creating an almost false communication. Within the real world, nonverbal cues can also be essential in the communication process. There is no way to simulate nonverbal communication in the virtual world, no way for a person to pick up on the non verbal clues that may be communicated. There is also the inability to know the integrity of the person with whom one in interacting. In the virtual reality world, a person can be anything they desire to be and it may or may not be who they are in the physical world.
In the physical world, people tend to migrate to those who are like themselves, birds of a feather and all that. However, “Scientific evidence suggests that the best ways to reduce prejudice is through inter-group contact” (“Cultural diversity”, 2010). Within the virtual world, there are no preconceived ideas about those within that world. “Issues such as gender, race, age and physical ability are hidden from view on first sight, thus creating a level field in which conversations can take place” (Fouts & King, 2010, para. 3). The ability for the virtual world to hide the elements that people typically use to prejudge others is a phenomenon that opens doors to a more diverse communication forum.
Conclusion
While there are limitations within the virtual world in regards to communication, such as nonverbal cues, there are also benefits of being able to cross the lines of prejudice because the typical elements of prejudice on not existent in the virtual world. In opening the doors of unbiased and unprejudiced ideas, the ability to communicate across diverse cultures becomes an avenue to knowledge of others.
References
Cultural diversity encourages interaction. (2010, July 24). Gulf News, Retrieved August 22, 2010, from ProQuest Newsstand. (Document ID: 2090369181).
Fouts, J., & King, R., (2010) Understanding islam through virtual worlds. Carnegie Counci. .Retrieved August 21, 2010 from http://www.cceia.org/programs/archive/002/index.html
Jandt, F., (2010) An introduction to intercultural communication 6th ed. California:Sage Publications, Inc
Virtual Reality (2010) Retrieved August 21, 2010 from http://dictionary.reference.com/browse/virtual+reality
