3-Minute Assessment Talk: The Differences Between Formative & Summative Assessment

The Differences Between Formative & Summative Assessment

This 3MAT focuses on the differences between formative and summative assessment, or what many call “assessment for learning” and “assessment of learning.”

Formative and summative assessment should always be viewed as complementary activities, which work together to support and improve teaching and learning. Both play very specific roles, and a truly systematic assessment process incorporates both methods. However, this is not always achievable or sustainable across an entire institution; the time commitment and resources needed to practice both can be quite overwhelming.

From the volumes of information and abundance of best practice advice around both approaches,  understanding the two methods can become confusing. In this 3MAT, we’ll cover some key differences to help delineate the two. But don’t forget to keep this common denominator in mind: At the heart of both  practices is the aim to improve teaching and learning.

The five key points below should take no more than 30 seconds to present each, which adds up to three minutes total!

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1. Perspective

Formative assessment monitors the current progress of student learning, observed from a “process-oriented” point of view.	Summative assessment evaluates what students have learned, measured from a “product-oriented” point of view.

2. Scope

Formative assessment usually focuses on individual student learning at the course level.	Summative assessment typically evaluates students collectively at the course, program, and institution levels.

3. Timing Formative assessment typically involves collecting information on student learning prior to and/or during teaching. It measures and supports student learning on an ongoing basis, helping instructors evaluate and modify teaching and learning strategies in real time. Summative assessment usually involves collecting information on student learning upon completion of a course or program. It measures and reflects on student learning cumulatively, informing pedagogical and curricular changes going forward.

4. Formality Formative assessment is very much “student facing,” actively involving students in the process. Feedback between student and instructor is shared regularly through “low-stake” and informal assessments, such as self-reflection journals, class assignments, oral presentations, group discussion, self-evaluation, quizzes, and the like—allowing students to control their learning incrementally along the way.

Summative assessment is largely “non-student facing,” indirectly involving students through the submission of assignments that are later evaluated and analyzed at the individual (final course grades) or aggregate (course and programmatic assessment) levels. Typically “high-stakes” and formal,  summative assessment incorporates final papers, capstone projects, standardized tests, exams, and the like as evidence of student learning and the degree to which students have achieved the course/program outcomes or core competencies.

Although students are less actively involved in this approach, best practices encourage communication with students regarding the purpose, process, and value of summative assessment—as well as transparency of the “results (especially for course and program level assessment initiatives).

5. Visibility

Formative

Formative assessment results or information is usually only shared with the individual student and the instructor. Sometimes, formative assessments may be shared internally with a group of students or the entire class cohort.

Summative

Summative assessment results are almost always reported at the aggregate level and shared across the course, program, and institution—and most certainly with external stakeholders, such as accreditation
organizations.

As you can see, it is possible to explain the differences between course- and program-level assessment in  under three minutes if you focus on the major points.

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