Why summative evaluation

Examples of summative assessments include:. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

What is the difference between formative and summative assessment? Formative assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. While the common goal is to establish the development, strengths and weaknesses of each student, each assessment type provides different insights and actions for educators.

Both terms are ubiquitous, yet teachers sometimes lack clarity around the most effective types of summative assessment and more creative methods of formative assessment.

In our latest State of Technology in Education report , we learnt that more educators are using online tools to track summative assessment than formative, for example. In this post we will explain the difference between these two types of assessment, outline some methods of evaluation, and assess why both are essential to student development.

Summative assessment aims to evaluate student learning and academic achievement at the end of a term, year or semester by comparing it against a universal standard or school benchmark. Summative assessments often have a high point value, take place under controlled conditions, and therefore have more visibility. In the current education system, standard-driven instruction plays a significant role.

Summative assessment, therefore, provides an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole. Summative assessment contributes largely towards improving the British curriculum and overall curriculum planning. When summative assessment data indicates gaps across the board between student knowledge and learning targets, schools may turn to improved curriculum planning and new learning criteria to assess and improve their school attainment levels.

Formative assessment is more diagnostic than evaluative. It is used to monitor pupil learning style and ability, to provide ongoing feedback and allow educators to improve and adjust their teaching methods and for students to improve their learning. Never miss a beat with the latest insights, tips and updates for school leaders and educators. View our privacy policy. Most formative assessment strategies are quick to use and fit seamlessly into the instruction process.

The information gathered is rarely marked or graded. Descriptive feedback may accompany formative assessment to let students know whether they have mastered an outcome or whether they require more practice. It may be recorded in a variety of ways, or may not be recorded at all, except perhaps in lesson planning to address the next steps.

Formative assessment helps students identify their strengths and weaknesses and target areas that need work. It also helps educators and governors recognise where students are struggling and address problems immediately. At a school level, SMT and school leaders use this information to identify areas of strength and weakness across the institution, and to develop strategies for improvement.

As the learning journey progresses, further formative assessments indicate whether teaching plans need to be revised to reinforce or extend learning. Pupil assessment, both formative and summative, is deemed an imperative part of the education process. Unfortunately, standardised exams and informal testing in schools are also blamed for the narrowing of the curriculum and teaching methods, contributing towards damaging levels of stress among teachers and pupils, and only valuing specific achievements to the detriment of broader learning.

The report was revealed that a fifth of teachers in the UK are unclear where to go for information on assessing their pupils. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission.

Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions , where students reflect on the course and instructors respond to student concerns.

Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus. Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development.

These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and if appropriate allows for unlimited resubmissions. Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance.

Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed. Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction.

Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition , as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles. Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning.