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Assessment for Learning: Formative and Summative Assessment Practices
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Dissertation
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2024
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Abstract
This mixed-methods study investigated formative and summative assessment practices in Irish secondary schools. An online questionnaire and semi-structured interviews with two teachers were conducted. Findings revealed the prevalence of formative strategies, with homework assignments, peer assessments, and class discussions being common. Curriculum-based exams dominated summative practices. Technology integration was more prominent in formative assessment, with challenges identified. Qualitative data emphasised authentic assessments, data analytics, and professional development needs. The study highlights the importance of balanced assessment approaches, increased technology integration, and targeted teacher support. Recommendations include diversifying summative methods, investing in technology infrastructure, fostering research engagement and continuous professional learning.
Keywords
formative assessment, summative assessment, assessment strategies, post-primary