 |
Two of the most frequently used modalities of assessment are formative assessment and summative assessment.
|
Formative assessment is an ongoing process that consists of low stake or no stake activities that provide feedback and information on how well students know the material. The main purpose is to inform instructors and students what concepts need to be reviewed. |
Summative assessment takes place after the learning has been completed and evaluates student learning, skill acquisition, and academic achievement at the end of a project, unit, course, semester, or program. Usually, no more formal learning is taking place at this stage. |
The table below compares the why, when, and how of formative and summative assessment.
| Formative Assessment | Summative Assessment | |
| When | Throughout the course - you should be assessing students frequently and modify teaching strategies based on results. |
At the end of an instructional period - you should give them after a unit, or course. |
| Why | To identify gaps and improve learning - instructors should use data from formative assessments to modify learning strategies or review content that students are struggling with. |
To collect information about student skills and knowledge - once you give summative assessments reteaching and review should not happen. The data from these assessments will determine what students have learned and help you plan the course for next time. |
| How | Frequent low-stakes assessments - formative assessments should be low-stakes or no-stakes. |
High-stakes cumulative assessments - summative assessments are high-stakes, examples include, midterm, NBME, OSCE. |
The table below give some examples of formative and summative assessments.
| Formative Assessments. | Summative Assessments |
|
|
Below is a book that the Stony Brook University Libraries carries about formative assessment.
Formative Classroom Assessment by Below are links to websites on formative and summative assessment.
Library Administration: 631.632.7100
