I like your different perspectives here about exams being about process or product. I have always considered the summative assessments used at the end of an academic course to be a blunt but fair method to establish some kind of individual student ‘level’ of achievement. But when you start to consider this as the product and the next stage (whatever it may be) as the more valuable process, the final exam becomes formative at which point the students needs more feedback to really understand its vale. And I don’t think this ever happens does it?
I like your different perspectives here about exams being about process or product. I have always considered the summative assessments used at the end of an academic course to be a blunt but fair method to establish some kind of individual student ‘level’ of achievement. But when you start to consider this as the product and the next stage (whatever it may be) as the more valuable process, the final exam becomes formative at which point the students needs more feedback to really understand its vale. And I don’t think this ever happens does it?
Adam, thank you! for pointing to a "hope" to us a mere mortal