132 Sentences With "summative" | Random Sentence Generator

His specialty is the searching, summative essay of a few pages on a single artist.

Courses that are content-centric are designed by faculty to broadcast and transmit their content knowledge, with associated high-stakes summative assessments.

Using a range of hands-on techniques, Dr. Hetland guided participants to envision different ways of designing and conducting formative and summative assessments.

In this summative activity, students look at alternative views of masculinity and create a project that demonstrates what it means to "be a man" in today's world.

Ty Senoj is a Toronto rapper whose music combines themes of uncensored sexuality with the chaotic free-for-all of modern living ("Drones & Dome" being a typical and very summative song title).

Right now every state is hard at work determining how to best implement ESSA, which means establishing a set of high academic standards, selecting a quality summative test to measure gains, and determining what steps are necessary when schools are failing so that students, parents, and taxpayers get a valuable return on their investment.

Summative assessment, summative evaluation, or assessment of learning is the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants' development at a particular time. Summative assessment is widely taught in educational programs in the United States. Scriven claims that while all assessment techniques can be summative, only some are formative.

Summative assessment usually involves students receiving a grade that indicates their level of performance, be it a percentage, pass/fail, or some other form of scale grade. Summative assessments are weighted more than formative assessments. For example-test after 6 months in schools, Semester exams in B. Ed after each 6 months. Summative assessments are often high stakes, which means that they have a high point value.

Summative assessment is used as an evaluation technique in instructional design. It can provide information on an intervention's efficacy (its ability to do what it was designed to do). Summative evaluation judges the worth, or value, of an intervention at its conclusion.

Examples of summative assessments include: a midterm exam, a final project, a paper, or a senior recital.

Summative assessments are typically assessments given at the end of a unit to measure a student's learning.

The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products. Donald Kirkpatrick's Four Levels of Learning Evaluation are often utilized during this phase of the ADDIE process.

It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.

Summative work are quizzes, test or other forms of work that the teacher or staff wants to be graded.

This form of assessment helps determine a baseline so that when a summative assessment or post-test is given, quantitative evidence is provided showing that learning has occurred. Formative assessment – Formative assessment is used to provide feedback during the learning process. In online assessment situations, objective questions are posed, and feedback is provided to the student either during or immediately after the assessment. Summative assessment – Summative assessments provide a quantitative grade and are often given at the end of a unit or lesson to determine that the learning objectives have been met.

As of 2001, there were over 1,000 research studies regarding Sesame Streets efficacy, impact, and effect on American culture. The CTW solicited the Educational Testing Service (ETS) to conduct summative research on the show. ETS's two "landmark"Mielke in Fisch & Truglio, p. 88 summative evaluations, conducted in 1970 and 1971, demonstrated that the show had a significant educational impact on its viewers.

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Note, 'the end' does not necessarily mean the end of an entire course or module of study. Summative assessments may be distributed throughout a course, after a particular unit (or collection of topics) has been taught, and there are advantages to doing so. In many disciplines in the UK Higher Education sector, there has been a move away from 100% end of course assessments, to a model where summative assessments are distributed across a course, which helps to scaffold students' learning.

Formative assessment is the use of information made evident during instruction in order to improve student progress and performance. Summative assessments occur after teaching and learning occurred.

Summative assessment(assessment of learning) is described as individualistic and decontextualized which is realized in an isolated way from the learning process. It is used at the end of the course and its main purpose is to check the students`progression throughout the entire learning process. In other words how well the students performed. Summative assessment focuses mostly on the cognitive approaches which are used to educate the students.

CCrISP uses a mix of formative and summative assessment. The pre course online MCQ is summative assessed, whilst the bulk of the two days is formatively assessed. The end of course moulage is summatively assessed, and the students are given a pass / fail mark. Those who fail, either through missing a session, or not passing the moulage, can resit the failed element, but this resit must take place within 6 months of the course.

The school has no exams in lower classes, including primary and pre-primary classes. Instead, it uses continuous and comprehensive evaluation for all classes, which consists of "formative" and "summative" evaluation.

From Grade IV to Grade X, there is a continuous yet comprehensive evaluation, modeled in the guidelines of CBSE achievement record. Reports are compiled after CCE and Summative Examinations with comprehensive.

Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor, with the object of measuring all teachers on the same criteria to determine the level of their performance. In this context summative assessment is meant to meet the school or district's needs for teacher accountability. The evaluation usually takes the shape of a form, and consists of check lists and occasionally narratives. Areas evaluated include classroom climate, instruction, professionalism, and planning and preparation.

After the questionnaire is completed the score on each item is summed together, to create a test score for the respondent. Hence, Phrase Completions, like Likert scales, are often considered to be summative scales.

Non-mission downloadable content packs include new costumes, vehicles, and weapons, e.g., face masks of United States Presidents George Washington, Abraham Lincoln, George W. Bush, and Barack Obama. Saints Row IV was released in several summative editions.

In 2017, the CCE system was cancelled for students appearing in the Class 10 Board Exam for 2017-18, bringing back compulsory Annual Board Exam and removing the Formative and Summative Assessments under the Remodeled Assessment Pattern.

Quantitative and qualitative data is generally captured through two forms of assessments: formative and summative. Formative assessment is the information that is revealed and shared during instruction and is actionable by the teacher or student. Paul Black and Dylan Wiliam offer examples of classroom assessment that is formative in nature, including student observations and discussions, understand pupils’ needs and challenges, and looking at student work. Conversely, summative assessments are designed to determine whether or not a student can transfer their learning to new contexts, as well as for accountability purposes.

Bulgarian pronouns vary in gender, number, definiteness and case. They, more than any other part of speech, have preserved the proto-Slavic case system. Pronouns are classified as: personal, possessive, interrogative, demonstrative, reflexive, summative, negative, indefinite and relative.

Welcome sign at entrance to ETS headquarters. The ETS conducted the early summative studies about Sesame Street. The producers of Sesame Street believed education through television was possible if they captured and sustained children's attention;Gladwell, p. 100Lesser, p.

For the annual examination results 50% weightage would be given to the four formative tests and the two summative tests along with the 50% weightage to the marks gained in the annual examination and the final CGPA would then be prepared.

As a "School of Mastery" Western Sierra students are required to master all summative assessments (Mastery = 70% or Better). If a student scores under a 70% on any summative assessment, that student is then required to "reperform" the exam within a three-week time frame that the teacher provides. Students can also decide to "extend" for a B or an A on an exam if they have completed at least 90% of the homework and earned at least a C on the test. The school, as of the 2016-17 school year, uses the Common Core State Standards.

The teacher`s assessment should include its function(summative or formative), type(peer assessment, portfolio`s, learning journals), format( rating scales,rubrics,feedback), focus(cognitive/social or motivational processes) and degree of student involvement(self,peer,co-.teacher assessment) are very essential.

The information can be also used by administrators, along with other input, to make summative decisions (e.g., decisions about promotion, tenure, salary increases, etc.) and make formative recommendations (e.g., identify areas where a faculty member needs to improve).Dunegan, K. J., & Hrivnak, M. W. (2003).

Meta-analysis of studies into formative assessment have indicated significant learning gains where formative assessment is used, across all content areas, knowledge and skill types, and levels of education. Educational researcher Robert J. Marzano states: > Recall the finding from Black and Wiliam's (1998) synthesis of more than 250 > studies that formative assessments, as opposed to summative ones, produce > the more powerful effect on student learning. In his review of the research, > Terrance Crooks (1988) reports that effects sizes for summative assessments > are consistently lower than effect sizes for formative assessments. In > short, it is formative assessment that has a strong research base supporting > its impact on learning.

For this reason, the learning process allows a student to learn more challenging individual skills at their own pace, practising and refining as much as they like. The learner can then move to other skills to which they are more adept. While most other learning methods use summative testing, competency-based learning requires mastery of every individual learning outcome, making it very well suited to learning credentials in which safety is an issue. With summative testing, a student who got 80% in the evaluation may have an 80% mastery of all learning outcomes or may have no mastery what-so-ever of 20% of the learning outcomes.

For instance, when teaching a literary piece, the teacher first decides the goal and how the students will be assessed to determine if such goal is achieved. The framework also recognizes the importance of assessment and employs evaluative or summative assessment models as the bases of grading.

Pronouns may vary in gender, number, and definiteness, and are the only parts of speech that have retained case inflections. Three cases are exhibited by some groups of pronouns – nominative, accusative and dative. The distinguishable types of pronouns include the following: personal, relative, reflexive, interrogative, negative, indefinitive, summative and possessive.

Summative student evaluations of teaching (SETs) have been widely criticized, especially by teachers, for not being accurate measures of teaching effectiveness.Emery, C. R., Kramer, T. R., & Tian, R.G. (2003). Return to academic standards: a critique of student evaluations of teaching effectiveness. Quality Assurance in Education, 11(1), 37–46. Retrieved 2011-06-16.

Beginning in the Spring of 2015, SBAC began assessing students with their new assessment format. The assessments are given in grades 3 - 8 and 11, in the content areas of Math and English Language Arts. Each test called a Summative Assessment, consists of a Performance Task (PT) and a Computer-Adaptive Test (CAT).

Michael Scriven coined the terms formative and summative evaluation in 1967, and emphasized their differences both in terms of the goals of the information they seek and how the information is used. For Scriven, formative evaluation gathered information to assess the effectiveness of a curriculum and guide school system choices as to which curriculum to adopt and how to improve it. Benjamin Bloom took up the term in 1968 in the book Learning for Mastery to consider formative assessment as a tool for improving the teaching-learning process for students. His subsequent 1971 book Handbook of Formative and Summative Evaluation, written with Thomas Hasting and George Madaus, showed how formative assessments could be linked to instructional units in a variety of content areas.

There are parent–teacher meetings to encourage the cooperation of the students, teachers and the parents. Students are provided with a knowledge of languages, mathematics, sciences and computers. The students are evaluated for their performance under the CCE pattern. Under this pattern there are four formative assessments and two summative assessments in one academic session.

Implement – After the content is developed, it is then Implemented. This stage allows the instructional designer to test all materials to determine if they are functional and appropriate for the intended audience. Evaluate – The final phase, Evaluate, ensures the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment.

In 2015, the PARCC consortium reevaluated their assessment program based on feedback from the community of schools, educators, and other consortium members. "After a deep evaluation of the assessment system, PARCC adjusted the requirements to include one summative Assessment (SA) to be completed towards the end of the year," a change implemented for the 2015-16 school year.

One of the most critical differences between student-centered learning and teacher-centered learning is in assessment. Student-centered learning typically involves more formative assessment and less summative assessment than teacher-centered learning. In student-centered learning, students participate in the evaluation of their learning. This means that students are involved in deciding how to demonstrate their learning.

Characteristics of mindless teaching evaluations and the moderating effects of image compatibility. Journal of Management Education, 27(3), 280–303. Typically, these evaluations are combined with peer evaluations, supervisor evaluations, and results of student’s test scores to create an overall picture of teaching performance. Course evaluations are implemented in one of two ways, either summative or formative.

Lesser, p. 17 Cooney's proposal included using in-house formative research that would inform and improve production, and independent summative evaluations to test the show's effect on its young viewers' learning. In 1967, Morrisett recruited Harvard University professor Gerald S. Lesser, whom he had met while they were both psychology students at Yale,Palmer & Fisch in Fisch & Truglio, p.

As a student works on a topic, input from the teacher can inform, guide, and validate each step of the process. Cheating and plagiarism remain significant problems in academic settings. Compared to graded summative assessments like final exams, ungraded formative assessments reduce the temptation to cheat. This allows students to focus on learning instead of grades.

Journal of Artificial Intelligence in Education, 4, 129–129. In contrast, the evaluation may occur after the completion of the system to support formal claims about the construction, behaviour of, or outcomes associated with a completed system (i.e. summative evaluation). The great challenge introduced by the lack of evaluation standards resulted in neglecting the evaluation stage in several existing ITS'.

O-levels were predominantly exam-based; this had advantages for students in part-time or evening education. Some commentators criticised this mainly exam- based approach as offering only partial proof of the student's overall ability in comparison with other methods (e.g., coursework-based assessment). There was no summative 'school certificate': each subject was a separate O-level in its own right.

Monthly tests, Mid term examination and terminal examinations, formative assessment (FA) and summative assessment (SA) are held regularly and the all around development of the students will be monitored through continuous evaluation. The progress report is sent to the parents in time and the promotion is based on the marks scored in various tests and examinations held during the year.

The MTS may require the completion of a summative evaluation, which could be a thesis or other project. The complete standards are listed in the Association of Theological Schools in the United States and Canada ATS Program Standards for the MTS degree. The ATS standards specify that the bulk of courses in the MTS program be academic rather than professional.

A midterm exam, is an exam given near the middle of an academic grading term, or near the middle of any given quarter or semester. Midterm exams are a type of formative assessment, to measure students' grasp of the course materials and identify areas that need work. Midterm exams may also be used for summative assessment to contribute to final grades.

The Machray Review. Prayer Book Society of Canada.—A summative piece about nomenclature and pertinent history with abundant references. — and both appear in other texts of the period, as well as on numerous Canadian banknotes before 1935. Crowds on Parliament Hill celebrate Dominion Day 1927, the 60th jubilee of confederation Until the 1950s, the term Dominion of Canada was commonly used to identify the country.

A pensive Cooplacurripa River, NSW Rapids in Mount Robson Provincial Park Unidirectional water flow is the key factor in lotic systems influencing their ecology. Stream flow can be continuous or intermittent, though. Stream flow is the result of the summative inputs from groundwater, precipitation, and overland flow. Water flow can vary between systems, ranging from torrential rapids to slow backwaters that almost seem like lentic systems.

Each semester had two Formative tests and one summative test. The exam previously was held at the end of the year, but with the semester pattern, the exam is divided into halves. The first half was from April–September and the second half was from October–March. Starting in academic year 2017-18, the Continuous and Comprehensive Evaluation scheme has been replaced by the traditional system.

An FEU student's final grade for a course generally comes in the form of a letter, which is a summary of his or her performance in the formative and summative assessments. A is given a value of 4, B+ 3.5, B 3, C+ 2.5, C 2, D+ 1.5, D 1, and F 0. The passing mark for all university courses regardless of program is 50%.

As directed by the CBSE board, New Delhi Classes VI – X will have two Formative Assessments and one Summative Assessment during both the terms of an academic session. Necessary amendments will be introduced in line with the instructions from the Board. Classes I – V will have continuous assessments on a regular basis. Along with scholastic skills, co – scholastic skills also will be tested during both the terms.

When qualified they take their state's examination, and upon passing, they're granted a license to practice. This apprenticeship provides them with the skill set necessary for entry level, safe practice. The original intent of the ACA Program was to provide current practitioners with the scientific foundation for their vocation, thus taking them to an advanced practice designation through formal coursework, laboratory exercises, and summative examinations.

Daily chores and significant outdoor time are also essential to the Waldorf approach. Assessment is formative (careful observation with an ongoing qualitative focus on what needs to be developed), rather than summative (typically grades and testing), and teachers stay with the same class for several years, up to an eight-year period. Waldorf education emphasizes moral qualities such as beauty, truth, and inherent goodness.

Summative evaluation occurs at the end of a semester, usually a week or two before the last day of class. The evaluation is performed by the current students of the class. Students have the option to reflect on the teachers’ instruction without fear of punishment because course evaluations are completely confidential and anonymous. This can be done in one of two ways; either with a paper form or with online technology.

Formative assessments are formal and informal tests, tasks, quizzes, discussions or observations taken during the learning process. These assessments identify strengths and weaknesses and provide feedback to modify the consequent learning activities to facilitate efficient learning and skill development. Summative assessments evaluate skills at or after the end of an instructional unit, to ensure that competence has been achieved. At this point remedial work may no longer be practicable.

Under the leadership of Howard Mitzel and Sue Lottridge, Pacific Metrics developed a constructed response automated scoring engine, CRASE. Currently utilized by several state departments of education and in a U.S. Department of Education-funded Enhanced Assessment Grant, Pacific Metrics’ technology has been used in large-scale formative and summative assessment environments since 2007. Measurement Inc. acquired the rights to PEG in 2002 and has continued to develop it.

The CRCT was implemented in spring 2000. That year, summative, end-of-year assessments in reading, English/language arts, and mathematics were administered in grades four, six, and eight. Assessments in science and social studies (grades three through eight) were administered for the first time in spring 2002. Additionally, assessments in reading, English/language arts, and mathematics were administered in grades one, two, three, five, and seven in spring 2002.

An eExam (e-exam) is a timed, supervised, summative assessment conducted using each candidate's own computer running a standardised operating system.Such examinations have advantages over paper-based exams, and can include new multi-media, simulation and software test items which give higher validity in respect of professional work practice. Electronic exams offer benefits such as ease of marking, reduced need to read illegible handwriting, saving of time and raw materials and reduced logistical overheads.

Test takers may thus be penalized for spending too much time on a difficult question which is presented early in a section and then failing to complete enough questions to accurately gauge their proficiency in areas which are left untested when time expires. While untimed CATs are excellent tools for formative assessments which guide subsequent instruction, timed CATs are unsuitable for high-stakes summative assessments used to measure aptitude for jobs and educational programs.

There are some preconditions for the process of mastery learning. First, the objectives and content of instruction have to be specified and clarified to both the students and the teacher. Another precondition is that the summative evaluation criteria should be developed and both the teacher and the learner should be clear about the achievement criteria. Bloom suggests that using absolute standards rather than competitive criteria, helps students to collaborate and facilitates mastery.

Lesser, p. 116 Sesame Street was the first children's show to structure each episode, and the segments within them, to capture children's attention, and to make, as Gladwell put it, "small but critical adjustments" to keep it.Gladwell, p. 91 According to CTW researchers Rosemarie Truglio and Shalom Fisch, Sesame Street was one of the few children's television programs to utilize a detailed and comprehensive educational curriculum, garnered from formative and summative research.

Holidays would be declared thrice in each session namely summer vacations (60 days) and Festival Break(40 days) . Each semesters results would be worth 50 marks i.e., 10 marks each for 2 formative assessment results and 30 marks for Summative Assessment. For the results of the examinations held at the end of each session, 30% weightage would be given to marks attained in the examination and 10% for the monthly test held.

They can be used with formative and summative assessments not just pre- assessment. Once the teacher has decided on the next unit of study they can have the students trace their hands on a piece of paper. On one hand they can write 5 things they already know about the subjects and on the other hand they can write what they wish to know about the subject. This can be done with partners or individually.

If is an absorbing disk in a vector space then the sequence defined by forms a string beginning with . This is called the natural string of Moreover, if a vector space has countable dimension then every string contains an absolutely convex string. Summative sequences of sets have the particularly nice property that they define non- negative continuous real-valued subadditive functions. These functions can then be used to prove many of the basic properties of topological vector spaces.

Until 2017, The school followed continuous and comprehensive evaluation for all classes. It consists of formative and summative evaluation, prescribed by the CBSE. From 2017 onwards, The School conducted examination as per the remodeled assessment structure prescribed by CBSE However, for Class-X students appearing in Academic Year 2016-17 examination, the existing scheme of assessment would apply. There are no examinations in the primary and pre–primary classes, but students are evaluated on a continuous basis.

Differentiation can be used when applying, demonstrating, extending knowledge, or practising skills and attitudes to monitor achievement of goals. This might include peer/ self- assessments, and peer/teacher conferences. Assessment of learning is the culminating task or summative assessment, which takes place after the learning has occurred and students can show what concepts and/or skills they learned. Differentiation can also be used here through a variety of strategies such as tests, projects, demonstrations, writing performances, and more.

The Hong Kong Examinations and Assessment Authority (HKEAA) has moved from norm-referenced to standards-referenced assessment, including the incorporation of a substantial school-based summative oral assessment component(SBA) into the compulsory English language subject in the Hong Kong Certificate of Education Examination (HKCEE), a high-stakes examination for all Form 4–5 students (Davison, 2007).Davison, C. (2007). Views From the Chalkface: English Language School-Based Assessment in Hong Kong. Language Assessment Quarterly, 4(1), 37–68.

Lesser, p. 132 CTW's summative research was done by the Workshop's first research director, Edward L. Palmer, whom they met at the curriculum seminars Lesser conducted in Boston in the summer of 1967. In the summer of 1968, Palmer began to create educational goals, define the Workshop's research activities, and hire his research team.Lesser, p. 39 Lesser and Palmer were the only scientists in the U.S. studying the interaction of children and television at the time.

Newfound goes off of the Summative assessment and Formative assessment continuum. Most of the teachers weigh the summatives as 90% of the overall grade for the quarter and 10% formatives for the overall grade for the quarter. Each quarter (4) is 20% of the overall grade, and exams (midterm/Test (assessment)) are 20% of the final grade. So they factor in 80% from the four quarters, and 20% from the midterm grade and the final exams.

The third stage, the summative evaluation, involved a number of different studies to measure the impact of SITE. These included the Impact Survey (Adults) to measure the impact on adults, SITE Impact Survey Children (SIS-C) to measure the impact on school children, and the qualitative anthropology study to measure, at a macro-level, the change brought by TV in rural society.Chander (1976), pp. 44-46. Besides the social evaluation, a technical evaluation was also carried out to help India develop future systems.

In some types of applications, a program evaluation may be required. This is different from data analysis in the methodology section. This form of analysis evaluates the stated plan of action, the indicators, and specific measurements for assessing the project's progress toward achievement of the anticipated goals. The evaluation plan should include a formative evaluation to inform the effectiveness of various activities of the project and a summative evaluation to assess the impact and significance of the project on the target audience.

The ADDIE model is an iterative process of instructional design, which means that at each stage the designer can assess the project's elements and revise them if necessary. This process incorporates formative assessment, while the summative assessments contain tests or evaluations created for the content being implemented. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design. Connecting all phases of the model are external and reciprocal revision opportunities.

Two landmark summative evaluations, conducted by the Educational Testing Service (ETS) in 1970 and 1971, demonstrated that Sesame Street had a significant educational impact on its viewers. Additional studies conducted throughout the show's history demonstrated that the show continued to have a positive effect on its young viewers. Sesame Street has also been the subjects of many controversies throughout its long run on television. In 1970, a commission in Mississippi voted to exclude the show from its state educational TV programming.

In learning environments, badges have been used to encourage alternative, peer-based assessment. Badges can be associated with summative assessments of prior learning as well as formative assessment that provide guidance and feedback. They can also function as transformative assessment that shape existing learning or allow new ones to be created. Digital badges might be particularly useful as part of a formative assessment process, providing constant feedback and tracking of what has been learned and what the next step might be.

Similar to performance management (see above), an IO psychologist would employ a job analysis in concert with the application of the principles of instructional design to create an effective training program. A training program is likely to include a summative evaluation at its conclusion in order to ensure that trainees have met the training objectives and can perform the target work tasks at an acceptable level. Training programs often include formative evaluations to assess the effect of the training as the training proceeds.

The film was a commercial success. On its opening weekend, the film grossed $47,224,594 with a $11,431 average from 4,131 theaters making it the number 3 movie of that weekend behind Star Wars: Episode III – Revenge of the Sith and The Longest Yard. However, the film managed to claim the top position in the U.S. box office the following week with a gross of $28,110,235. In the United States, the film eventually grossed $193,595,521, and in foreign areas grossed $339,085,150 with a summative worldwide gross of $532,680,671.

The staff give a formative assessment from the reviews and a summative assessment at the end of the academic year, with continuous feedback from tutorials. The lecture courses are assessed by essay, coursework and formal written examinations. The courses contained within the programmes are necessarily wide ranging, to nurture aptitude, enthusiasm and commitment for the demands of professional practice in the contemporary world. Complementing the studio-based work, there are integrated lectures, seminars and practical courses taught by both full-time and visiting lecturers.

It is hoped that a lasting relationship can be developed in this context so each student feels he or she has a spokesperson who is approachable and works on his or her behalf. CAP also encourages trust, responsibility and mutual respect among a diverse group of students. Students of Campbell High School also have a policy where there is a formative and summative grading system. Formative is the class work or homework that isn't graded, it is simply checked off saying that it has been completed.

The Jurgen Trabant Wilhelm von Humboldt Lectures, launched by the Rouen University Ethnolinguistics Project. In Charles Taylor's important summative work, The Language Animal: The Full Shape of the Human Linguistic Capacity, (Taylor, 2016)Taylor, Charles (2016) The Language Animal: The Full Shape of the Human Linguistic Capacity. Cambridge, MA: Harvard University Press. von Humboldt is given credit, along with Johann Georg Hamann and Johann Gottfried Herder, for inspiring Taylor's "HHH" approach to the philosophy of language, emphasizing the creative power and cultural specificity of language.

A social norms approach determines the exaggerated and actual norms of a population through formative research, and then informs the population of the actual norms through a message campaign. The next step is determining the effectiveness of the messages through a summative evaluation. Finally, the results from the evaluative research can also be used to craft new messages to revise the message campaign, and thus the campaign is cyclical. The following provides a more in-depth description of the steps involved in a social norms campaign.

This type of data helps to address additional help to students who are not proficient, deepening into what they know and what they don't know to become proficient. Student learning data connects with curriculum, instruction, and assessment in order to improve outcomes. Student learning data can clearly state the effectiveness of a single educator or the entire school. SLD can be gathered by looking at diagnostic tests, formative assessments, performance assessments, standardized tests, non-referenced tests, summative assessments, teacher-assigned tests, and others. 4\.

Like many other university degrees, UK medical schools design and deliver their own in-house assessments. This practice is different from, for example, the United States, where a national licensing examination has been in place for over 20 years. Each UK undergraduate summative assessment in medicine is subject to the scrutiny of a formally appointed external examiner. In 2003 a number of UK medical schools began to work together to increase quality assurance activities in the area of assessment as part of the Universities Medical Assessment Partnership (UMAP).

The Kaohsiung American School's middle school division includes grade six to grade eight, and marks the start of the Middle Years Program (MYP) of the International Baccalaureate. The MYP provides an educational framework of formative and summative assessments around clearly defined criteria that measure a student's progress across a variety of classwork and academic pursuits. Additional English Language Learner (ELL) support is available for students at the middle school level. Students have the opportunity to experience a balanced curriculum that includes physical education, world language instruction, humanities, arts, science, and mathematics.

Assessment is the process of gathering information from a variety of sources such as assignments, teacher observations, class discussions, and tests and quizzes. Teachers must assess regularly to inform instructional strategies, learn about each student's readiness, interests, and learning preferences and to improve student learning. This information can be gathered through diagnostic (pre- assessments), formative, and summative assessments, as well as Individual Education Plans, Ontario Student Records, student interest surveys, and multiple intelligence or learning style inventories. Assessment for learning not only includes diagnostic or pre-assessment measures but also formative assessment.

Saints Row IV received several limited and summative edition releases, and was briefly banned in Australia. It generated mostly positive reviews and sold over one million copies in its first week. The story, set roughly five years after the events of Saints Row: The Third, sees the Boss being elected President of the United States, with other 3rd Street Saints members as their cabinet, after foiling a terrorist attack by the former S.T.A.G. commander Cyrus Temple. However, the Saints' peace is disturbed by an alien invasion, led by the Zin warlord Zinyak.

Many of the papers presented at the symposiums are based on case studies of consultations to businesses and not for profit organizations. These symposia, while organized as traditional academic conferences, have two unusual features. Each morning symposium members can participate in a “social dreaming matrix” and in the afternoon, in a summative reflection on learnings of the day. Both the morning and afternoon activities enact the Society’s belief that groups can facilitate individual learning, through self-reflection and by eliciting people’s unconsciously coded responses to the themes, issues and events of a particular setting.

The school plays rugby, football, hockey along with others. It was founded in 1958. It follows Craigavon two-tier system, commonly called the Dickson Plan, which was established 28 years ago because many people recognised that making crucial decisions about a child's future at 10 was inappropriate. The central features of the system are: selection occurs at 14, an age when both child and parent are more fully aware of the child's aptitudes and abilities; selection takes place based on continuous assessment including summative examinations on the entire range of curricular subjects.

The school follows the Central Board of Secondary Education (CBSE) curriculum; it offers education to students from KG1 to class 12. In 2005, DPS Sharjah had introduced the Comprehensive Learning Program (CLP), an online tool where parents and students can access assignments and extra learning material that are uploaded on a monthly basis. Grades 6-8 have Periodic Tests and Summative Assessments, and grades 10 and 12 have Pre-board examinations and Board examinations from CBSE Board. The school also adopted the CCE (Continuous and Comprehensive Evaluation) program and introduced ECL dashboard effective classroom learning.

116 Sesame Street was the first children's show that paid attention to the structure of each episode and made "small but critical adjustments" to each segment to capture children's attention.Gladwell, p. 91 Sesame Street was one of the few children's television programs that utilized a detailed and comprehensive educational curriculum, with specific educational goals, in its content. The show's goals were garnered from in-house formative research which informed and improved production, and independent summative evaluations conducted by the Educational Testing Service (ETS) during the show's first two seasons that measured the program's educational effectiveness.

Just like students that have neither left nor previously finished their education, satisfactorily passing the summative assessment at RQF level 3 is the crucial gateway into university-level education (that is RQF level 4 and higher) in England. In addition to satisfactory passes in science subjects at RQF level 3, the learner also has to have passed mathematics and English at RQF level 2 standard (typically GCSEs or equivalent with minimum (or equivalent minimum) grades of 'C' or '4'); providers of university-level education give details on their websites.

After the questionnaire is completed, each item may be analyzed separately or in some cases item responses may be summed to create a score for a group of items. Hence, Likert scales are often called summative scales. Whether individual Likert items can be considered as interval-level data, or whether they should be treated as ordered-categorical data is the subject of considerable disagreement in the literature, with strong convictions on what are the most applicable methods. This disagreement can be traced back, in many respects, to the extent to which Likert items are interpreted as being ordinal data.

Awecademy, founded in 2017, is an online learning platform "with a mission to use education to improve the world" by inspiring a sense of awe and wonder in learners. Courses introduce high school students to ethical and philosophical concepts such as AI ethics, exponential technologies, futures studies, and mindfulness. The modules are multidisciplinary, and emphasize formative assessment (rather than summative assessment) through collaborative real-life projects such as podcasts or videos. In 2019, Awecademy formed part of a major grant for Riverside City College in Riverside, California to support high school students in pursuing nursing degrees after graduation.

Electronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activity ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing and computerized classification testing. Different types of online assessments contain elements of one or more of the following components, depending on the assessment's purpose: formative, summative and diagnostic.

Using innovative ideas such as extended foreign study, community-based active research, and authentic assessment, a portfolio-based undergraduate learning curriculum was developed which rejected traditional summative grades or the accumulation of credits as the basis of degree completion. The logistics and managerial challenges of starting an institution of higher learning from the ground up must have been daunting. It was here that Alexander proved himself to be an organizational genius. His handprint was on everything, from finding classrooms and dormitories to the formation of the curriculum and the selection of the initial faculty and first students.

Qualifications offered under the "Higher Still" framework have a common structure, typically consisting of a mixture of summative and formative assessment. Qualifications usually consist of units of work ending in a basic competency test that functions as an internal assessment (commonly known as a "NAB" as they are drawn from the National Assessment Bank), and a terminal examination which serves to determine the final grade. To obtain a qualification, all the internal units for that qualification must be passed, and a passing grade must be obtained on the terminal examination. It is possible to sit the examination only, in which case "Exam Only" will be recorded on the Certificate.

Competence assessment is a process in which evidence is gathered by the assessor and evaluated against agreed criteria in order to make a judgement of competence. Skill assessment is the comparison of actual performance of a skill with the specified standard for performance of that skill under the circumstances specified by the standard, and evaluation of whether the performance meets or exceed the requirements. Assessment of a skill should comply with the four principles of validity, reliability, fairness and flexibility. Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training.

The development of surgical medicine was vastly accelerated during, and following, the Second World War. Rarely experienced traumas were made more common by new weaponry. This required decisive surgical action as well as the development of new techniques. As B. E. Ferrara stated in his summative article on hemicorporectomy, > Lessons learned from battle field injuries quickened innovative treatment of > congenital and acquired conditions ... [the general surgeon] devised > extensive cancer operations including extended radical mastectomy, radical > gastrectomy and pancreatectomy, pelvic exenteration, the 'Commando > Operation' (tongue, jaw and neck dissection), bilateral back dissection, > hemipelvectomy, and then hemicorporectomy or translumbar amputation, > referred to as the most revolutionary of all operative procedures.

The children's television show Sesame Street, which premiered on public broadcasting television stations in 1969, was the first show of its kind that utilized a detailed and comprehensive educational curriculum, with specific educational goals, in its content. Its goals were garnered from in-house formative research and independent summative evaluations, and its first curriculum was created in a series of five seminars in 1968. Sesame Street has both cognitive and affective goals. Initially, its producers and researchers focused on their young viewers' cognitive skills, while addressing their affective skills indirectly, because they believed that focusing on cognitive skills would increase children's self-esteem and feelings of competency.

Finally, in Charles Taylor's important summative work, The Language Animal: The Full Shape of the Human Linguistic Capacity (Taylor, 2016),Taylor, Charles (2016) The Language Animal: The Full Shape of the Human Linguistic Capacity. Cambridge, Massachusetts: Harvard University Press. Hamann is given credit, along with Wilhelm von Humboldt and Herder, for inspiring Taylor's "HHH" approach to the philosophy of language, emphasizing the creative power and cultural specificity of language. However, recent scholarship, such as that by Bayer, contradicts the usual interpretation by people such as historian of ideas Isaiah Berlin, and describes Hamann as a "radical Enlightener" who vigorously opposed dogmatic rationalism in matters of philosophy and faith.

In the usability evaluation with blind people, the retrospective thinking aloud is often adopted as a functional solution to overcome the structural interference due to thinking aloud and hearing the screen reader imposed by the classic thinking aloud technique; such a solution has yet a relapse in the evaluation method, because the concurrent and the retrospective protocols measure usability from different points of view, one mediated by navigation experience (retrospective) one more direct and pertinent (concurrent). The use of PCTA could be widened to both summative and formative usability evaluations with mixed panels of users, thus extending the number of problems' verbalizations according to disabled users' divergent navigation processes and problem solving strategies.

There are two function considering to the evaluation purpose Formative Evaluations provide the information on the improving a product or a process Summative Evaluations provide information of short-term effectiveness or long- term impact to deciding the adoption of a product or process. Not all evaluations serve the same purpose some evaluations serve a monitoring function rather than focusing solely on measurable program outcomes or evaluation findings and a full list of types of evaluations would be difficult to compile. This is because evaluation is not part of a unified theoretical framework, drawing on a number of disciplines, which include management and organisational theory, policy analysis, education, sociology, social anthropology, and social change.

In order to depolarize a neuron enough to cause an action potential, there must be enough EPSPs to both depolarize the postsynaptic membrane from its resting membrane potential to its threshold and counterbalance the concurrent IPSPs that hyperpolarize the membrane. As an example, consider a neuron with a resting membrane potential of -70 mV (millivolts) and a threshold of -50 mV. It will need to be raised 20 mV in order to pass the threshold and fire an action potential. The neuron will account for all the many incoming excitatory and inhibitory signals via summative neural integration, and if the result is an increase of 20 mV or more, an action potential will occur.

The supernatural and superpower concept for the game started in Enter the Dominatrix, a cancelled expansion planned for Saints Row: The Third, which the team expanded into Saints Row IV. Volition later released a "director's cut" of Enter the Dominatrix as downloadable content for Saints Row IV alongside How the Saints Saved Christmas, other weapons, costumes, and vehicle packs, and a standalone expansion, Saints Row: Gat out of Hell (which serves as the epilogue to the story). Saints Row IV received several limited and summative edition releases, and was briefly banned in Australia. Critics praised Saints Row IV humor and character customization options, but criticized its lack of challenge. It sold over one million copies in its first week.

Black and Wiliam (1998) report that studies of formative assessment show an effect size on standardized tests of between 0.4 and 0.7, larger than most known educational interventions. (The effect size is the ratio of the average improvement in test scores in the innovation to the range of scores of typical groups of pupils on the same tests; Black and Wiliam recognize that standardized tests are very limited measures of learning.) Formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement. Research examined by Black and Wiliam supports the conclusion that summative assessments tend to have a negative effect on student learning.

In an effort to improve literacy outcomes in the region, the SSDEC began implementation of its Leadership for Literacy initiative in 2007. The initiative placed a Literacy Coach in each of the eight schools in the region, providing job-embedded professional development to teachers and training them on research-based skills and strategies to aid in student achievement. The initiative has also moved away from the summative evaluation of students in favour of more frequent formative evaluations so that "instruction can be tailored to the needs to individual students". Since its implementation, the initiative has seen literacy scores across the region rise significantly, from "less than 50 per cent" in 2005-2006 to 62 per cent in 2017-2018.

Air Force EPME is created and provided through the Thomas N. Barnes Center for Enlisted Education, part of the Air University system, named after the service's fourth Chief Master Sergeant of the Air Force, Thomas N. Barnes, the first African-American to attain the highest enlisted position in any branch of the U.S. Armed Forces. The principal instructional method for all Air Force EPME is guided discussion, in which students share ideas, experiences, and work together to achieve various educational objectives. Formative evaluations are an integral part of the curriculum and serve as feedback tools for the student and instructor. Summative objective and performance evaluations are used to determine whether the educational requirements outlined in the course are met.

At this level, students have formative and summative assessments during the first year and the average of the end of year national standardized exams for year two and three qualifies the students to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the requirements for admission into the universities. So far efforts are underway with the support of multilateral organizations to make the general and vocational secondary system less rigid and provide equal opportunities to students of various wealth quintiles in the two tracks to opt for higher education. This is also being implemented by the World Bank led secondary enhancement project in Egypt. Secondary education consists of three different types: general, technical or vocational.

This stage is followed by a series of evaluation activities as the final stage which is again similar to any software development project. The fourth stage, evaluation includes (1) pilot studies to confirm basic usability and educational impact; (2) formative evaluations of the system under development, including (3) parametric studies that examine the effectiveness of system features and finally, (4) summative evaluations of the final tutor's effect: learning rate and asymptotic achievement levels. A variety of authoring tools have been developed to support this process and create intelligent tutors, including ASPIREMitrovic, A., Martin, B., Suraweera, P., Zakharov, K., Milik, N., Holland, J., & Mcguigan, N. (2009). ASPIRE: An authoring system and deployment environment for constraint-based tutors.International Journal of Artificial Intelligence in Education, 19(2), 155–188.

Classes were small (maximum of 12 students) and boys studied in self-contained classrooms with a grade-level teacher who delivered the Language Arts, Social Studies, and Science curricula in interdisciplinary "modules." 4th and 5th grade boys studied together in a class labeled the "Lower School." The goal of all student work was authentic, summative assessment of individual and group achievement, and boys regularly reported on their learning to audiences of their peers, as well as experts in specific fields outside the school. Mathematics instruction at the school was entirely differentiated by student and delivered with mixed methodology which included direct and dedicated Mathematics teacher instruction, textbook interaction, and a web-based Mathematics curriculum (TenMarks) that was supported by a 1:1 iPad program.

Data-Driven Instructional Systems refers to a comprehensive system of structures that school leaders and teachers design in order to incorporate the data into their instructions. Building on organizational and school change literature, Richard Halverson, Jeffrey Grigg, Reid Prichett, and Chris Thomas developed a DDIS framework in an attempt to describe how relevant actors manage school-level internal accountability to external accountability. Specifically, high-stakes external accountability policies such as No Child Left Behind Act (NCLB) was implemented to hold schools accountable for the reported standardized, summative assessment metrics. However, schools already had active internal accountability systems that place high emphasis on an ongoing cycle of instructional improvement based on the use of data including formative assessment results and behavioral information.

Very few evaluations of mobility programmes and projects have been undertaken at European or national level, and even fewer of these concentrate on the learning aspects. Most of the evaluations undertaken are summative evaluations carried out by or for programme administrators with a view to justifying expenses and administrative practices, and have little to say about learning. After the conclusion of the first phase of the Leonardo da Vinci programme, a ‘valorisation’ exercise was carried out on selected aspects of the programme, both at national and at European level. Valorisation is not the same as traditional evaluation or impact assessment, but focuses mainly on the achievements of the programme with a view to formulating recommendations for improvements and future priorities.

Shortly after the CBC completed its network from coast to coast in July 1958, he resigned and became president of Carleton University. Dunton was widely commended for the tact and intelligence with which he had overseen the development of CBC television. Marc Thibault who directed the News and Public Affairs (1968-1981) at Société Radio-Canada (CBC French Network), built on Davidson Dunton's vision to bring qualitative and quantitative rigour (formative and summative evaluation) in assessing coast- to-coast equity and content impartiality, especially during federal and provincial elections. He was appointed by Prime Minister Lester Pearson co- chairman, (with André Laurendeau), of the Royal Commission on Bilingualism and Biculturalism in 1963, which has profoundly influenced federal government language policies.

Methodological critiques have been made by Scriven (2008)Scriven (2008) A Summative Evaluation of RCT Methodology: & An Alternative Approach to Causal Research, Journal of MultiDisciplinary Evaluation, Volume 5, Number 9, 11-24 on account of the biases introduced since social interventions cannot be fully blinded, and Deaton (2009) has pointed out that in practice analysis of RCTs falls back on the regression-based approaches they seek to avoid and so are subject to the same potential biases. Other problems include the often heterogeneous and changing contexts of interventions, logistical and practical challenges, difficulties with monitoring service delivery, access to the intervention by the comparison group and changes in selection criteria and/or intervention over time. Thus, it is estimated that RCTs are only applicable to 5 percent of development finance.

Formative Assessment has been defined as 'activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged'. In the past the focus for assessment has often been summative assessment which is taken after a pupil has completed a unit of work, and often at the end of a school year. APP is formative assessment in that teachers can use it whilst an AF is being taught and use the results to inform their planning. In practical terms, APP allows teachers to use evidence from their everyday teaching to assess a pupils capability on an AF. This can include evidence gathered by talking to pupils whilst they undertake group work, matching activities and team games.

Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal Educational Researcher. Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods—that is, "the average tutored student was above 98% of the students in the control class". Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class. Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self- concept".

The model includes the following components: # Identify instructional goals # Conduct instructional analysis # Identify entry behaviors and learner characteristics # Write performance objectives # Develop assessment instruments # Develop instructional strategy # Develop and select instructional materials # Design and conduct formative evaluation of instruction # Design and conduct summative evaluation. Both the Dick and Carey model and the backward design model are goal and objective oriented; assessment is created based on learning objectives and goals, and instruction is created based on evaluation and assessment. The Dick and Carey model, however, is a more systemic model in that making changes to components affects other components and, therefore, the changes occur in parallel. In the more linear backward design model, the steps are non-flexible which means that skipping or changing steps is not an option.

A major criticism of data driven instruction is that it focuses too much on test scores, and that not enough attention is given to the results of classroom assessments. Data driven instruction should serve as a “road map through assessment” that helps “teachers plan instruction to meet students’ needs, leading to better achievement”. Summative assessments should not be used to inform the day-to- day teaching and learning that is supported by data-driven instruction. Additional problems associated with perceptions of data driven instruction include the limitations of quantitative data to represent student learning, not considering the social and emotional needs or the context of the data when making instructional decisions, and a hyperfocus on the core areas of literacy and mathematics while ignoring the encore, traditionally high-interest areas such as the arts and humanities.

When a student exits (completes or drops out of) a subject, they will have amassed a portfolio of assessment they completed in that subject. Summative assessment pieces completed in Year 12 are then used to assign each student a Level of Achievement (LOA) for each subject they complete, as determined by the grades they received on those assessment pieces. There are 5 LOAs which range from Very High Achievement (VHA) to Very Low Achievement (VLA), and are often further fine-grained with a rating from 1 to 10 inside each LOA, called a rung. Students are then ranked by their teachers in comparison to all other OP-eligible students in that subject using their LOAs and rungs and will assign Subject Achievement Indicators (SAIs) in moderate (10-13 students) and large (over 13 students) subject groups.

A range of potential revalidation models have been considered, with the Medical Board of Australia recently proposing its preferred approach for further consultation and trial. Most notably, the Medical Board of Australia proposes that revalidation integrate a formal method for proactive identification of potential practitioner competency risk. The Medical Board of Australia proposes to achieve this by bifurcating revalidation into two separate, but related, stages: # The first stage will consist of universally compulsory continuing professional development activities; # These would be ‘nested’ within a second stage, that consists of more vigorous activities that would only apply to select medical practitioners. These more active measures involve external or independent input or oversight and will take on a more summative character testing that the practitioner is not only ‘up to date’ but assessing if they are ‘fit to practise’.

At the end of each term Summative Assessment of each paper is done in the traditional examination format where the progress of each student is assessed by that subject's teacher and the progress report card is prepared on the guidelines of C.B.S.E and the finally prepared progress card is sent to the parents/guardians. At the end of each academic year, a traditional examination is held where 50% weightage is given to the combined marks in the various examinations held throughout the year which is combined with the marks gained in the final examination which is prepared using the CGPA procedure. The school will have 265 working days (inclusive of Sundays, Holi and other official holidays) in one year and 100 days of vacation. In one academic session there will be two semesters and one final examination.

A major assessment of the Learning Communities program was led by Allan Luke and published in 2013.Luke, A., Cazden, C., Coopes, R., et al (2013) A Summative Evaluation of the Stronger Smarter Learning Communities Project : Vol 1 and Vol 2. Queensland University of Technology, Brisbane The report described the operations and analysed the effects of the Stronger Smarter Learning Communities, addressed major issues facing Indigenous education by collecting and analysing new data, and provided a large scale picture of what is occurring in classroom pedagogy for Indigenous students. Regarding educational and attendance outcomes the report said: In the article Chris Sarra stretches the gap on credibility Janet Albrechtsen of The Australian wrote regarding the report: After this newspaper put questions to Sarra as to why there was no link to the report, a link was added with a summary of the findings.

In accordance with Section 1116, a provision of the No Child Left Behind Act (NCLB), entitled "Academic Assessment and Local Education Agency and School Improvement", the Office of the State Superintendent of Education (OSSE) of the District of Columbia oversees compliance with Adequate Yearly Progress (AYP). A large portion of meeting AYP is based on standardized-tests performance; the District used the summative assessment called the District of Columbia Comprehensive Assessment System ("DC CAS") through the 2013–2014 school year, after which it switched to tools from the Partnership for Assessment of Readiness for College and Careers (PARCC) and the National Center and State Collaborative (NCSC). Many schools are failing to meet AYP, even though DCPS educators offer support and tools to students to be academically successful. DCPS has created an evaluation tool to assess schools by more than their standardized test scores.

Administrators, teachers and parents read and discussed Ken O'Connor's book A Repair Kit for Grading: Fifteen Fixes for Broken Grades. The result was that there were significant changes made to the grading and grade reporting practices during the 2013-14 school year, some of which were implemented immediately and some of which will be implemented at the beginning of the 2014–15 school year. Many of O'Connor's recommendations have been implemented, including the elimination of zeros as grades, the consequence for not doing or submitting academic work is doing the work; the elimination of grades for homework because homework is practice of a concept and thus formative, not summative; separation of behavioral consequences from the academic grade, meaning not distorting the academic grade with non-academic factors such as attendance, work ethic, etc., these behavioral factors are graded and reported separately on the newly designed grade cards.

The intention is for the students to be able to graduate from high school level education before their 19th birthday. Advocates of social promotion argue that promotion is done in order not to harm the students' or their classmates' self-esteem, to encourage socialization by age (together with their age cohort), to facilitate student involvement in sports teams, or to promote a student who is weak in one subject on the basis of strength in the other areas. In Canada and the United States, social promotion is normally limited to primary education, because comprehensive secondary education is more flexible about determining which level of students take which classes due to the graduation requirements, which makes the concept of social promotion much less meaningful. For example student can study with his age cohort in social studies but with younger students in math class (based on his math level assessment, summative or formative).

In summative assessment, which could be descried as 'assessment of learning', exam boards and awarding organisations delivering high-stakes exams often find the journey from paper-based exam assessment to fully digital assessment a long one. Practical considerations such as having the necessary IT hardware to enable large numbers of student to sit an electronic examination at the same time, as well as the need to ensure a stringent level of security (for example, see: Academic dishonesty) are among the concerns that need to resolved to accomplish this transition. e-marking is one way that many exam assessment and awarding bodies, such as Cambridge International Examinations, are utilizing innovations in technology to expedite the marking of examinations (see: Electronic marking). In some cases, e-marking can be combined with electronic examinations, whilst in other cases students will still hand-write their exam responses on paper scripts which are then scanned and uploaded to an e-marking system for examiners to mark on-screen.

Like post-16 or KS5, this is also highly varied, disparate and specialised, but more so, as a student may choose to study 'one' science, which s/he will subsequently study in depth for three or more years; the summative assessment leads to a degree (of which for science in England today is typically RQF level 5, 6 or 7; if it is level 5, the qualification is called a foundation degree). Such education will enable students market themselves as (specialist) scientists to employers or postgraduate science degree programmes (although the choices available to the graduate are affected by the class of degree the graduate achieves—recruiters give details on their websites; foundation degree graduates will have to 'top-up' to a full degree for post-graduate study). Many concepts the student first encountered in A levels / RQF level 3 are dealt with in much greater detail. The biggest difference between A level / RQF level 3 science and university-level science occurs in physics, which at university-level becomes highly mathematical (and at times difficult to distinguish from mathematics).