Running head: LITERATURE REVIEW

Literature Review
Jennifer Buck
National University

In partial fulfillment of the requirements for

TED 690Capstone Course
Professor Carol Sheperd

LITERATURE REVIEW

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Abstract

This literature review explores formative and summative assessments to inform teaching
instruction and scaffolding to foster student learning. Teaching and learning is an
interactive and ongoing process. Teachers continually assign or facilitate activities, asses
student progress and difficulties, and adapt instruction to meet student needs. The goal
for students is to perform chosen activities, assess own progress, and adapt behavior to
learn better. Formative assessments are frequent checking for understanding and can be
informal or formal. Summative assessments are performance-based assessments where
students show their knowledge and competency at the end of a lesson or unit of study.
Formative and Summative assessments can take many different forms and do not have to
be a multiple choice, short/long answer response, or true and false question test. There
are a variety of activities to show student learning and progress. The format can also
include students showing mastery of content individually, in pairs, or even in a group
setting.

LITERATURE REVIEW

Scholarly book: Differentiated Assessment for Middle and High School Classrooms
Author: Deborah Blaz
Publisher: Eye on Education
Published date: 2008
Chapters: 3. Formative Assessments and Giving Choices, and 4. Summative
Assessment: Putting Knowledge in Context
Pages: 29-67
Reviewer: Jennifer Buck, National University
Overview:
Both chapters are informative and explanatory in terms of formative and
summative assessments, and what they can look like. What are the goals of the teacher
when we create or give an assessment? What do we want the student to show? How do
we monitor student progress over a period of time and after a unit of study? Did the
students achieve the content standard? How will I scaffold or reteach the lesson so
students understand? These are all questions we ask ourselves when we think about
assessments.
Formative assessments are ongoing, can be daily, checks for understanding. This
helps the teacher see if students are on the right track and if not, can redirect them by
making changes to their lesson plan. Due to the fact that formative assessments are so
frequent, they can take many forms. When people think of assessments, they typically
think of a formal paper based multiple-choice test with some short answer essay
questions. Students should have the option to show their progress and knowledge in
many forms. For example, performance task, conversation, exit ticket, notebook check,

LITERATURE REVIEW

questioning session, quiz, and many more formal and informal assessments. As you can
see, formative assessments do not have to be solely formal based quizzes. This allows
students to be creative and work in their preferred learning style. Therefore, this chapter
correlates with TPE 2: assessing student learning and TPE 3: interpretation and use of
assessments.
Summative assessments are usually at the end of a lesson or unit of study. The
objective of a summative assessment is for students to display knowledge by using
concepts and skills in an accurate context. This helps the teacher assess levels of
proficiency and modify instruction based on the needs of the students. Like the
formative, the summative assessment can take many forms such as, a multiple-choice
test, performance-based assessment, or self-assessment. Although there are drawbacks to
each type of assessment, the student knowledge and progress is what teachers are looking
for. Rubrics are important for performance based or self-assessments so students know
the desired outcome and learning expectations. Rubrics need to be explained to students
and used often for them to understand. Students need to know to read the rubric first
before performing. When students fully understand what and why a rubric is used, their
self-evaluation before turning in the product will help them give corrective feedback
before receiving a grade for level of proficiency. This chapter definitely relates to
Domain B of assessing student learning. Students understand the reason for rubrics and
assessments and teachers use the data from the assessments to drive instruction.

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References

Blaz, D. (2008). Differentiated assessment for middle and high school classrooms.
Larchmont, NY: Eye On Education.