Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 68

Classroom assessment that focuses on what students have accomplished at the culmination of a period of instruction, such as a unit of learning, have been characterized as summative uses of assessment or assessment of learning since they document accumulated student performance. Said another way, as a consequence of collecting information from assessment, there are classroom‐based decisions that are summative in nature, such as whether students are prepared to benefit from more advanced instruction or if students should be certified for having obtained a specified language level (Bachman & Damböck, 2017).

For assessment of learning in classrooms, teachers often work in teams to co‐design common measures, such as a series of open‐ended questions or writing prompts for a grade level, department, or course. Alternately, teachers might craft extended projects that are directly tied to the curriculum. Accompanying the design of the tools, teachers co‐construct rubrics to interpret student work and often engage in professional learning to establish high levels of inter‐rater agreement on anchor samples. This approach to assessment of learning that is internal to the functioning of classrooms is not to be confused with summative testing that is externally imposed upon teachers from commercial sources, as in the case of high‐stakes tests. As these tests are generally outside the control of teachers, these are distal to and bear little resemblance to everyday classroom practices.