An assessment is an essential part of teaching and learning in K-12 education, as it provides information and feedback to teachers and students, about the progress and achievement of student learning, and the effectiveness and quality of instruction. However, not all assessments are the same, and they serve different purposes and functions in the educational process. Two of the most common types of assessment are formative and summative assessment, and they differ in their timing, frequency, format, and use.
Formative Assessments
A formative assessment is a type of assessment that occurs during the learning process, rather than at the end, and that provides ongoing and timely feedback to students and teachers, to monitor and improve student learning and instruction, and to identify the strengths and weaknesses of students, and the areas for improvement or intervention. Formative assessment is usually informal and low-stakes, meaning that it does not have a significant impact on the student’s grade or score, and that it is more focused on the process and the progress of learning, rather than on the product or the outcome of learning.
Some examples of formative assessment are:
- Observations: Teachers observe and record the behavior, performance, or participation of students, during a lesson or an activity, to check their understanding, engagement, or skills, and to provide immediate feedback or support.
- Questions: Teachers ask questions to students, either orally or in writing, to elicit their prior knowledge, opinions, or reflections, to stimulate their thinking, or to check their comprehension or application of the content or the skill.
- Quizzes: Teachers give short and frequent quizzes to students, either online or on paper, to assess their recall, recognition, or understanding of the key concepts or facts, and to provide immediate feedback or correction.
- Exit Tickets: Teachers ask students to write or answer a question, a prompt, or a survey, at the end of a lesson or a unit, to summarize their learning, to express their difficulties, or to evaluate their experience, and to provide feedback or suggestions for the next lesson or unit.
- Self-Assessment: Students assess their own learning, performance, or progress, using various tools or methods, such as rubrics, checklists, or portfolios, to reflect on their strengths, weaknesses, goals, or strategies, and to identify their areas for improvement or growth.
- Peer Assessment: Students assess the learning, performance, or progress of their peers, using various tools or methods, such as rubrics, checklists, or feedback forms, to provide constructive and respectful feedback, to learn from each other, or to collaborate on a task or a project.
Summative Assessments
A summative assessment is a type of assessment that occurs at the end of a learning period, such as a unit, semester, or year, and that provides a summary and evaluation of student learning and achievement, using various tools and methods, such as exams, essays, projects, or presentations, to determine the extent to which students have met the curriculum goals and objectives, and to assign grades, scores, or ratings. Summative assessment is usually formal and high-stakes, meaning that it has a significant impact on the student’s grade or score, and that it is more focused on the product or the outcome of learning, rather than on the process or the progress of learning.
Some examples of summative assessment are:
- Exams: Teachers give long and comprehensive exams to students, either online or on paper, to assess their knowledge, understanding, or skills, of the entire content or curriculum, and to measure their performance or mastery, using various types of questions, such as multiple-choice, short-answer, or essay questions.
- Essays: Teachers assign students to write essays on a specific topic, theme, or question, to assess their ability to express their ideas, arguments, or opinions, using clear and coherent language, and to support their claims with evidence, examples, or citations, from various sources or texts.
- Projects: Teachers assign students to complete projects on a specific topic, theme, or problem, to assess their ability to apply their knowledge, understanding, or skills, to create a product, solution, or presentation, that demonstrates their learning and understanding, and that reflects their creativity, originality, or innovation.
- Presentations: Teachers ask students to present their learning, findings, or conclusions, to an audience, such as their classmates, teachers, or parents, to assess their ability to communicate their ideas, arguments, or opinions, using verbal and non-verbal skills, and to use various media or tools, such as slides, posters, or videos, to enhance their presentation.
- Standardized Tests: Teachers administer standardized tests to students, either online or on paper, to assess their knowledge, understanding, or skills, of a specific subject or area, and to compare their performance or achievement, with the national, state, or local standards, benchmarks, or expectations, or with other students or schools.
Conclusion
Formative and summative assessments are two different but complementary types of assessment that serve different purposes and functions in the teaching and learning process in K-12 education. A formative assessment is more focused on the process and the progress of learning, and it provides ongoing and timely feedback to students and teachers, to monitor and improve student learning and instruction, and to identify the strengths and weaknesses of students, and the areas for improvement or intervention. A summative assessment is more focused on the product and the outcome of learning, and it provides a summary and evaluation of student learning and achievement, using various tools and methods, to determine the extent to which students have met the curriculum goals and objectives, and to assign grades, scores, or ratings.
By using both formative and summative assessment, teachers can provide a comprehensive and balanced assessment of student learning, and can support the diverse needs, interests, and abilities of each student.
