Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/1-2-1-summative-and-formative-assessments

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# Summative & Formative Assessments

CPD: Assessment for Teachers (by Dawn Cox), topic 1.2.1

## Summative Assessment

The National Foundation for Educational Research defines summative assessment as what pupils achieve at the end of a period of time, in relation to national standards and learning aims.

### Examples of summative assessment

![Examples of summative assessment](https://image-v2.cdn.app.senecalearning.com/2019-05/5159763c-9c1f-4f4d-875f-3e72e9fbc7d7/example-.jpg)

- Examples of summative assessment in schools:
 - An end of year test reported on with a grade.
 - A pupil presentation at the end of a topic.
 - A completed portfolio of pupil work.
 - National tests. Eg. SATs, GCSEs, A Levels.
 - Baseline tests at the start of a course/year.
- Note that summative assessments are used to measure what a pupil has learned over a specific time period.

### Uses of summative data

![Uses of summative data](https://image-v2.cdn.app.senecalearning.com/2018-08/d7a48672-5053-48a4-8796-ebcc16dfc3b8/exam-students.jpg)

- The data obtained from summative assessments are used to:
 - Report to parents and other stakeholders.
 - Teacher accountability.
 - Compare pupil performance over time.
 - Compare with other pupils (within a school and/or nationally).
 - School accountability. E.g. national league tables.
 - Evaluate the quality/implementation of a scheme of work/program of study.

### Problems with summative assessment

![Problems with summative assessment](https://image-v2.cdn.app.senecalearning.com/2018-09/38c0e257-0150-4a56-b74b-9cc7e2910916/question-mark-1872634_1920.jpg)

- Summative assessments have a few problems, such as:
 - It can lead to inaccurate inferences about learning. 
 - Tracking and data collection can take time.
 - Misunderstandings about cumulative summative assessment results.
 - Where data flight paths are used, data is misused by assuming progress is linear.
 - Accountability measures influence the validity of the data it can produce
 - Teachers need to be cautious comparing the results of different summative assessments.

## Formative Assessment

Formative assessment is the day-to day practice of checking what pupils have learned and then adapting teaching to address the key issues.

### Engagement

![Engagement](https://image-v2.cdn.app.senecalearning.com/2018-03/52ff45bc-f284-40bc-a16f-5e2904b2aa9f/shutterstock_309239105.jpg)

- According to Wiliam (2007), using formative assessment leads to greater engagement in class and higher achievements. It also makes teachers find more professional fulfilment in their work.
- Formative assessment is closely linked to feedback on assessments.
- Some assessments can be formative and summative, such as tests that generate grades but also provide teachers with information about their pupils' strengths and weaknesses.

### Examples

![Examples](https://image-v2.cdn.app.senecalearning.com/2019-05/5159763c-9c1f-4f4d-875f-3e72e9fbc7d7/example-.jpg)

- Examples of how formative assessments are used in schools:
 - Giving a test and identifying what pupils need to improve on.
 - Using feedback strategies, such comment only marking and whole class feedback.
 - Use of **‘hinge’ questions** that accurately diagnose if a pupil knows and understands a key concept.
 - Quizzes where correct/incorrect answers are analysed.
 - Oral feedback to pupils whilst they are working in class.

### Use of formative assessment

![Use of formative assessment](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/2.3.1%20%20Thermal%20Processes/black-road%20-%20Edited.jpg)

- For Wiliam and Thompson (2007), formative assessment can be used to:
 - Establish where the learners are in their learning.
 - Establish where they are going.
 - Establish how to get there.
- Actions need to be taken after the formative assessment diagnose areas for improvement. E.g:
 - Teachers plan their lessons to address misconceptions or mistakes.
 - The pupil improves their work by addressing their weaker areas according to feedback received.

### Making plans

![Making plans](https://image-v2.cdn.app.senecalearning.com/2019-05/5ff38c0c-1575-43dc-bede-b4e9c1a15104/plan-.jpg)

- For NFER, it is easier to plan the next steps if both the teacher and the students understand what has been achieved so far. 
- As the learning goes on, more formative assessments will indicate whether teaching plans should be amended to extend or reinforce learning.

### Problems

![Problems](https://image-v2.cdn.app.senecalearning.com/2018-04/b53761d6-484a-49f3-a1ad-f8b663071a5f/shutterstock_199144970.jpg)

- Formative assessment can have a few problems, such as:
 - Variation when defining formative assessments.
 - It can take significant teacher time to implement.
 - Needs to go beyond identification and include further actions.
 - When linked to feedback, does a pupil truly understand how they can improve?
 - When feedback is given, time needs to be allocated to help the pupil improve.

## Test yourself on Summative & Formative Assessments

- What can be said about formative assessment?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/04e36b88-c9c6-47ac-8a4b-54b9ceeea532/section/71859f7a-ba09-47a3-afbc-20b3492d0d05/session)

- Previous topic: [1.1.1 Validity & Reliability](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/1-1-1-validity-and-reliability.md)
- Next topic: [2.1.1 Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/2-1-1-feedback.md)

## CPD: Assessment for Teachers (by Dawn Cox) contents

### 1 Introduction to Assessment
- 1.1 Definitions
  - [1.1.1 Validity & Reliability](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/1-1-1-validity-and-reliability.md)
- 1.2 Types of Assessments
  - [1.2.1 Summative & Formative Assessments](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/1-2-1-summative-and-formative-assessments.md)

### 2 Feedback
- 2.1 Feedback
  - [2.1.1 Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/2-1-1-feedback.md)

### 3 Assessment Methods
- 3.1 Assessment Methods
  - [3.1.1 Research on Assessments](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/3-1-1-research-on-assessments.md)
  - [3.1.2 Rubrics & Comparative Judgment](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/3-1-2-rubrics-and-comparative-judgment.md)
  - [3.1.3 MCQs & Self-Assessment](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-assessment-for-teachers-seneca-certified-assessor/3-1-3-mcqs-and-self-assessment.md)