Formative and summative evaluations

Summative Assessment:

This measures what the students have learned at the end of a unit or specific set of learning activities. Some examples include, worksheets, homework, and exams, created by the teacher for an end of the unit evaluation and also those given to measure state and national standards. Summative assessments are usually used for grading purposes and are strictly intended to measure what the students have learned (How People Learn, 2000, p. 140-141).

Formative assessment uses assessment in the classroom as a source of feedback to improve teaching and learning. The goal of formative assessment is to make thinking visible in order to focus on student understanding and not on the memorization of facts and procedures. Opportunities for such feedback should be continuous and is most valuable when students have the opportunity to use the feedback and to revise their thinking. The use of formative assessment in the classroom increases learning and transfer to other academic areas. Examples of formative assessment include teachers comments of papers, projects, presentations, and other works in progress (How People Learn, 2000, p. 140-141).

"The use of frequent formative assessment helps make student's thinking visible to themselves, their peers, and their teacher. This provides feedback that can guide modification and refinement in thinking. Given the goal of learning with understanding, assessments must tap understanding rather than merely the ability to repeat facts or perform isolated skills" (How People Learn, 2000, p. 19).

How people learn: brain, mind, experience, and school. (2000). Washington, D.C.: National Academy Press.