Formative Evaluation and

Summative Evaluation

Type Of Assessment
 OUTLINE

• Formative and Summative Evaluation as

Types of Assessment
– Formative Assessment
– Summative Assessment
• Characteristics of Formative and Summative
Assessment
 FORMATIVE AND SUMMATIVE
EVALUATION

• Formative and summative assessment are

interconnected. They seldom stand alone in
construction or effect.
• The vast majority of genuine formative assessment is
informal, with interactive and timely feedback and
response.
• It is widely and empirically argued that formative
assessment has the greatest impact on learning and
achievement.
Formative
Assessment
 Formative Assessment

• Assessment for learning

• Taken at varying intervals
throughout a course to provide
information and feedback that will
help improve:
 the quality of student learning
 the quality of the course itself
 Formative assessments on different
points of view:

• Formative assessment refers to the frequent,

interactive assessment of student progress to identify
learning needs and shape teaching (OECD,2005)

• It is a planned process in which the teacher or

students use assessment-based evidence to adjust
ongoing learning and instruction. (Popham,2011)
 Formative assessment can be defined
more specifically as:

• “All those activities undertaken by teachers,

and by their students in assessing themselves,
which provide information to be used as
feedback to modify the teaching and learning
activities in which they are engaged”
(Black & William,1998)
 Three (3) points of instruction:

• during instruction;
• between lessons; and
• between units

Most formative assessments

occur during instruction. (William
& Leahy, 2007)
Summative
 Summative Assessment

• Assessment of learning

• Generally taken by students at

the end of a unit or semester
to demonstrate the "sum" of
what they have or have not
learned.
 Summative Assessment

• Summative assessment methods are the most

traditional way of evaluating student work.

• Typically the summative

evaluation concentrates on
learner outcomes rather than
only the program of
instruction.
Summative Assessment can be defined as:

• A process that concerns final evaluation to ask if

the project or program met its goals.
• Summary of evidences indicate
extent of learning achievements
which can classify or for certification
or giving of honors/awards.
Summative Assessment…

• Should reflect formative assessments that precede it.

• Should match material taught.

• Should align with instructional/curricular
outcomes.
• May determine student’s exit achievement.
• May be tied to a final decision, grade or report.
Characteristics
 Characteristics Formative Summative
PURPOSE To provide ongoing To document student
feedback and learning at the end of
adjustment to an instructional
instruction segment.

WHEN CONDUCTED During instruction and After instruction

after instruction

STUDENT Encouraged Discouraged

INVOLVEMENT

STUDENT Intrinsic, mastery- Extrinsic,

MOTIVATION oriented performance- oriented
 Characteristics Formative Summative
TEACHER ROLE To provide immediate, To measure student
specific feedback and achievement and give
instructional grades.
correctives.

LEARNING Deep understanding, Knowledge and

EMPHASIZED application, and comprehension
reasoning

LEVEL OF Highly specific and General and group

SPECIFICITY individual oriented

STRUCTURE Flexible, adaptable Rigid, highly

structured
 Characteristics Formative Summative

IMPACT ON Strong, positive, long- Week and fleeting

LEARNING lasting

McMillan (2007)
 REFERENCES

• Assessment of Learning 2: Outcome-Based

Education Textbook
Author: Ronan M. Cajigal, and Maria Leflor D.
Mantuano
• Eberly center – Teaching Excellence &
Educational Innovation (Carnegie Mellon
Unuversity)
Retrieved from:
https://www.cmu.edu/teaching/assessment/basics/formative
-summative.html
 Prepared by :
CASTILLO, Donnalyn O.
BSEd 3S-English