She distinguished between two key assessment in the Czech Republic and Britain: summative and formative assessment, the first being mor to Britain and the latter to Czech universities. Summative, from Dr Iannone’s research and experience, investigates what students learn according at a set syllabus, and grades accor student’s ability to adapt to a criterion. As a student who’s been subject to this, I’ve h opinion towards summative examination for quite some time in relation to its rigidness of restrictions on creativity and distance between the examiner and examinee. The standards f grades are determined by absent examining bodies and there is sometimes a lack in feedback believe, is essential for a student’s self reflection and ability to pin point their achie progress, which is further necessary to identify target areas, mistakes and construct a pl progress and achievement. British students often comment on how our assessment demands red and complexity of understanding and require students to shape their learning in the direct material and a concentrated exam period, encouraging them to selectively learn temporary i is regurgitated and forgotten. It also excludes vital regular assessment and limits intera student and mentor. I’ve wondered how the strict criteria of summative assessment addition post-study life: that it has to be formally met in order to attain your qualification and others that you are capable and aptitude in a given area (when you could in fact know very blessed with a very good short-term memory). However, without being too dismissive, my uni has been abundant with opportunity, debate and inspiring teaching, and the determinants of is somewhat perhaps beyond their control. Formative assessment, more applicable to the Czech universities, tests students along a ti and designates much more autonomy to teachers concerning their preferred marking exercises Erasmus students (especially from Britain), you will find a great deal less uniformity and assessment across departments and lecturers; some asking you for 3 essays and others askin a multiple choice exam, comprehensive paper and regular quizzes alongside an oral or writt at the end of the term (the oral test being more frequent at Czech universities amongst Cz whilst Erasmus classes are sometimes led by foreign guest teachers who bring written asses classroom). This has appeared like less of a memory test, as your skills and competency ar brought to light and you can express yourself in a number of ways and in accordance to you style, especially as there is more choice and flexibility for gaining a grade and with cho exam dates. I’ve found formative assessment has kept me in check with my own progress and through regular tasks and interaction with the teacher. I’ve observed how it has kept lect their student’s whereabouts, motivating them to give more regular feedback instead of irre Students are more likely to have their marked papers returned for reflection, in contrast you’re unlikely to see them again. However, it was very interesting to observe the reasoni lecturer’s summative preferences.Formative assessment, more applicable to the Czech uni tests students along a timeline of study and designates much more autonomy to teachers con preferred marking exercises
Iannone’s research underwent three surveys – the first looking in to the composure of asse UK, which was found to be textbook taught material, close book examinations and an exclusi with the exception of language and linguistics. Interestingly, survey two uncovered studen of which they answered dissertation style assessment. The third survey tracked a first yea an attendance sheet was taken and 99 students were videoed undergoing oral examination. Th asked to complete a questionnaire on the experience, and as I thought, students left holdi opinion of oral assessment, regarding it to be an active learning experience in itself due of immediate feedback and interaction from the teacher, who would guide them, prompt them them to articulate arguments and responses by drawing answers out from their current exist In contrast, Iannone pointed out that during written exams, students are left to their own can easily get stuck on a question which they could otherwise answer, causing a loss of ma reflecting how the rigidness of closed book exams creates unfair indications of a student’ Although her data told us a lot, we were still shouldered with the problem of how to presc education, which she defined as a path to addressing new agendas and re-conceptualising as This is complicated further when we consider innovative assessment across borders with rat ideas on what is “traditional” and what is contemporary. lannone concluded with the closin British students had a positive impression of oral exams and that they felt their preparat thorough. The eagerness that British students also showed for participating in her researc us that many jumped to be interviewed) conveyed to me, that there is at least a demand for and stimulation in university assessment. However, with her study limited to the UK, we we little aspiration of how to envision “innovativeness” in Czech education, as formative ass established. Nonetheless, it’s far from perfect, as other lecturers present commented. One bias – something I had not reflected on before – is a key driving force and explanation fo invariable adherence to summative assessment in the UK. More urgently, it compensates for institutions and government have been unwilling to take a risk in applying alternative ass despite numerous studies proving them to not only be innovative, but preferred by students Iannone remarked, their perception of assessment drives the way in which they learn. Never universities are exhaustively preoccupied with preventing discrimination and with the poss accused of being unfair, which is why a distant, formal approach and clear-cut assessment In other words I thought, it’s a “necessary evil” in avoiding wider problems of student ex could be more easily encountered in less precise or structured, and more private or arbitr found in formative methods. Here, I could see a large disparity between the ethos of Briti – which is carried out by anonymous committees, and Czech universities, where your grade i personally, by your teacher. However, Czech lecturers in the talk believed this was compen committees that students can request to reevaluate their grade, and the fact that three ex be made by students in a module. I believe from this, a number of questions are posed: what is more important: student prot student satisfaction? Is it possible to have both? I think when we find this answer to thi consideration opposing cultural and educational values – is when we can come up with what Poppy Gerrard-Abbott is an Erasmus student studying BA Humanities at the Faculty of Arts, her journalism skills and meet other aspiring journalists; to grow closer to the social an and researching Czech issues and current affairs. Poppy saw the iForum as an exciting opportunity to pursue her interests in politics, cultu exciting opportunities her way, extended her writing skills and her knowledge of the CzechI could see a large disparity between the ethos of Bri – which is carried out by anonymous committees, and Czech universities, where your grade i personally, by your teacher.