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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