Formative and Summative Assessments for Learners are not just qualification products, but As identified by Sieborger (1998), assessment is the process of collecting and interpreting knowledge to make valid and justifiable judgments about learners' performance and the ability of the learner. evaluator to transfer and establish knowledge to learners. What is essential about assessment is that it improves teaching and learning; it is also the crucial link between learning outcomes, taught content and learning activities. Furthermore, Sieborger (1998) asserts that evaluation is a reciprocal process; as it is used by both learners and teachers to decide where learners are in their learning, where they should go and how best to get there. The characteristics that Sieborger identifies as contained in assessment consist of: tasks, exercises, tests and examinations, which are defined and evaluated by educators. There are different methods and uses of assessment that are used in the education system, the reason why Indeed, not all assessments have the same objective due to their methodologies, the feedback that learners receive must correspond to the objective of the evaluation. (Sieborger, 1998) Thus, educators tend to use multiple assessments to establish a fair and equitable measure of learner abilities. This essay will describe and analyze in detail the tensions between the two assessment methods: summative assessment and formative assessment and reflect further on their ability to integrate. According to Sieborger (1998), there are two ways to use the results of what we learn. .... middle of document ......e done well, then advise the learner on how they can improve, because good news about learners' work motivates them strongly (Reed, 2006). Constructive feedback and learner engagement through assessment (Sherman, 1996)Works CitedBlack, Paul. (2003). The nature and value of formative assessment for learning. Improve schools. 6 (3) 7-22 Hugo, W. (2013). Cracking the code of instructional analytics. Chapter 7. p105-116. Pearson: Cape Reed, Yvonne. (2006). From Feedback to Fast Forward, lecture given at the Assessment for Learning conference in May 2006. Sherman, Jessica. (1996). A peer review experiment. ELTIC Reporter, 20 (1). Shepard, LA (2000) The role of assessment in a learning culture. Educational researcher. 29 (7) 4-10. Siebörger, R. and Macintosh, H. (1998). Transforming assessment: a guide for South African teachers. Chapters 1 and 2, Juta: Cape Town

Essay / Formative and Summative Assessments for Learners are not just qualification products, but As identified by Sieborger (1998), assessment is the process of collecting and interpreting knowledge to make valid and justifiable judgments about learners' performance and the ability of the learner. evaluator to transfer and establish knowledge to learners. What is essential about assessment is that it improves teaching and learning; it is also the crucial link between learning outcomes, taught content and learning activities. Furthermore, Sieborger (1998) asserts that evaluation is a reciprocal process; as it is used by both learners and teachers to decide where learners are in their learning, where they should go and how best to get there. The characteristics that Sieborger identifies as contained in assessment consist of: tasks, exercises, tests and examinations, which are defined and evaluated by educators. There are different methods and uses of assessment that are used in the education system, the reason why Indeed, not all assessments have the same objective due to their methodologies, the feedback that learners receive must correspond to the objective of the evaluation. (Sieborger, 1998) Thus, educators tend to use multiple assessments to establish a fair and equitable measure of learner abilities. This essay will describe and analyze in detail the tensions between the two assessment methods: summative assessment and formative assessment and reflect further on their ability to integrate. According to Sieborger (1998), there are two ways to use the results of what we learn. .... middle of document ......e done well, then advise the learner on how they can improve, because good news about learners' work motivates them strongly (Reed, 2006). Constructive feedback and learner engagement through assessment (Sherman, 1996)Works CitedBlack, Paul. (2003). The nature and value of formative assessment for learning. Improve schools. 6 (3) 7-22 Hugo, W. (2013). Cracking the code of instructional analytics. Chapter 7. p105-116. Pearson: Cape Reed, Yvonne. (2006). From Feedback to Fast Forward, lecture given at the Assessment for Learning conference in May 2006. Sherman, Jessica. (1996). A peer review experiment. ELTIC Reporter, 20 (1). Shepard, LA (2000) The role of assessment in a learning culture. Educational researcher. 29 (7) 4-10. Siebörger, R. and Macintosh, H. (1998). Transforming assessment: a guide for South African teachers. Chapters 1 and 2, Juta: Cape Town

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