How does a test change from being a summative (end of unit, no more work on it) to a formative one (ongoing learning)?
One technique is to assess the test against a specific rubric or checklist. When a student is missing something, you circle it. A student can easily see what he/she did not do.
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However, correcting a test is summative unless the student can learn from the test. Since the student can see by looking at what is circled, what he/she is missing, the student can see his/her gaps in learning. The next step is for the student to re-take that part of the test now that he/she knows what his/her gaps are and how to correct them. In addition, the section of the textbook is indicated if the student has additional question.
The success of this method is when the student hands in the revised test to demonstrate his/her learning. A wonderful climax is for the student then to be given another letter of this type to do to fully demonstrate his/her new learning.
Are your tests summative or formative? If they are formative, how do you make them formative so that the students learns what the gaps in learning are and fills in those gaps to be a proficient student?