Formative and Summative Assessments

Common Characteristics of Formative and Summative Assessments

The tables below present the key characteristics of formative and summative assessments. The classification is not always rigid and fixed. Teachers should evaluate their course objectives, instructional context, and educational goals to make informed decisions when classifying their assignments into formative and summative.

Core Considerations Formative Assessment Summative Assessment
Purposes To support learner development
To identify learning gaps
To evaluate learning outcomes
Examples Teacher observations
Peer assessment
Self-evaluations/-reflections
Question and answer sessions
One-minute paper
Practice quizzes
Hands-on activities
Final exams
Standardized tests
Research papers *
Course/Curriculum projects *
Portfolios *
Installation *

* These summative assessments often integrate formative assessment activities to enhance learning throughout the process. For example, learners may submit outlines and drafts for peer and teacher feedback before the final submission, allowing them to refine their work and deepen their understanding.

Other common considerations Formative Assessment Summative Assessment
Timeframe Continuous Final
Measurement Process Product/result
Stake / Accountability Low High
Nature Diagnostic Evaluative
Feedback Frequent Limited
Interaction with students Frequent Limited

For more details on formative and summative assessments, you can refer to the following articles:

  • Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159.
  • Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. Transforming assessment: Through an interplay between practice, research and policy, 53-80.
  • Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in education: Principles, policy & practice, 4(3), 365-379.

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