Formative+and+Summative+Assessment

The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur //after// instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions //during// the learning process. It takes formative assessment to accomplish this.
 * Summative Assessments** are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments:
 * State assessments
 * District benchmark or interim assessments
 * End-of-unit or chapter tests
 * End-of-term or semester exams
 * Scores that are used for accountability for schools (AYP) and students (report card grades).


 * Selected response items
 * Multiple choice
 * True/false
 * Matching
 * Short answer
 * Fill in the blank
 * One or two sentence response
 * Extended written response
 * Performance assessment


 * Formative Assessment** is distinguished from summative assessment in that it is part of the instructional process. Formative assessment is on-going and can be either planned or unplanned. Formative assessment informs both teachers and students about student understanding at a point when adjustments can still be made. These adjustments ensure that students will achieve the standards-based learning goals.

One distinction is to think of formative assessment as "practice." Teachers do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. They must allow for practice. Formative assessment helps teachers determine the next steps they should take during the learning process as the instruction approaches the summative assessment of student learning.

Formative assessment includes student involvement. If students are not involved in the assessment process, formative assessment is not implemented to its full effectiveness. Students need to be involved both as assessors of their own learning and as resources to other students. There are numerous strategies teachers can implement to engage students. Research shows that involvement in and ownership of their work increases students' motivation to learn. However, teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provided evidence of student learning. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. The following are possible formative assessments: 
 *  Short Quizzes
 *  Checks for understanding (short assignments, class discussions, activities)
 *  Observations (checking if students are on task or need clarification, gathering evidence of student learning to inform instructional planning)
 *  Questioning Strategies (should be embedded in lesson/unit planning; allows an opportunity for deeper thinking and provides teachers with significant insight into the depth of student understanding)
 *  Self and peer assessment (helps to create a learning community within the classroom, fosters metacognition)
 *  Student record keeping (engages students, helps them better understand their own learning as evidenced by their classroom work)

Assessment drives instruction, yet there is no perfect assessment. Therefore, it imperative that teachers foster multiple forms of assessment.