Effects of a Paradigm Shift in Summative Assessment from Individual to Group: Writing in Context

Volume 3 Issue 1 Winter Edition 2023

Abstract

AbstractAim: In most of EFL/ESL situations, summative assessment helps students to have an idea of the formative assessment. The question papers and quizzes portfolios are designed in a peculiar way to reflect the formative assessment patterns. However, despite this practice, learners do not score well in the examination. The researchers have felt the reason behind this is that students do not understand the questions in the question paper which ultimately leads to an incorrect answer. This study is important in the sense as it attempts to modify the established practices of summative assessment which ultimately pave way for the formative assessment. As the primary objective of summative assessment is to provide a model of the final examination, researchers propose that summative assessments (quizzes and progress tests) must be given in pairs and groups. Learners, contrary to established practices, were allowed to discuss questions with each other and then attempt them. As part of the methodology, researchers formed two groups. One group was given a group summative assessment while the other one was given an individual assessment. At the end of the semester, researchers compared and contrasted the writing samples of both groups after the formative assessment. It was observed that students who were encouraged to form groups and pairs performed better than those who were given summative assessments individually. Methodology and Approach: Researchers formed two groups. One group was given a group summative assessment while the other one was given an individual assessment. At the end of the semester, researchers compared and contrasted the writing samples of both groups after the formative assessment.Outcome: It was observed that students who were encouraged to form groups and pairs performed better than those who were given summative assessments individually.