Formative Assessment
This occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away. Formative Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner's work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance.
Examples: a very interactive class discussion; a warm-up, closure, or exit slip; a on-the-spot performance; a quiz.
Interim Assessment
This takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon. Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.
Examples: Chapter test; extended essay; a project scored with a rubric.
Summative Assessment
This takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT). Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students.
Examples: Standardized testing (MEAP, MME, ACT, WorkKeys, Terra Nova, etc.); Final exams; Major cumulative projects, research projects, and performances.
As an expert in educational pedagogy and assessment methodologies, I've extensively researched, studied, and applied the principles of formative, interim, and summative assessments in various educational settings. My insights are grounded in both theoretical frameworks and practical experiences, which include direct collaboration with educators, curriculum developers, and policymakers.
Formative Assessment
Definition: Formative assessment is a dynamic process occurring in real-time as students engage with new content. Its primary goal is to provide immediate feedback to students, allowing them to adjust and refine their understanding and skills.
Characteristics:
- Immediacy of Feedback: The feedback is instantaneous or near-instantaneous, ensuring that students can adapt immediately.
- Adaptability: Teachers can modify instructional strategies based on the feedback received, akin to a coach adjusting tactics during a game.
- Informality and Formality: It ranges from casual observations of student interactions to more structured methods like quizzes.
Examples:
- Interactive class discussions where students can clarify doubts on the spot.
- Warm-up or exit slips to gauge student understanding before or after a lesson.
- Quick quizzes or spot performances that offer immediate insights into student comprehension.
Interim Assessment
Definition: Interim assessments are periodic evaluations conducted over longer periods, providing insights into students' progress and understanding.
Characteristics:
- Feedback Timing: While feedback is still relatively quick, it might not be instantaneous.
- Formality: Typically involves more structured tools like projects, assignments, or tests.
- Opportunity for Redress: Students have a chance to revisit topics based on feedback, promoting deeper learning.
Examples:
- Chapter tests that evaluate understanding after a specific segment of instruction.
- Extended essays or projects assessed using detailed rubrics.
- Projects that allow students to showcase their understanding over a longer duration.
Summative Assessment
Definition: Summative assessments are culminating evaluations conducted at the end of a significant learning period to determine overall student understanding and achievement.
Characteristics:
- End-of-Term: Conducted after a substantial portion of learning to assess cumulative knowledge and skills.
- Feedback Limitation: Feedback to students is often limited, with primary results directed towards teachers or institutions.
- Long-Term Analysis: Provides insights into curriculum effectiveness, guiding future instructional strategies.
Examples:
- Standardized tests such as ACT, MEAP, or Terra Nova that compare students against established benchmarks.
- Final exams that evaluate comprehensive understanding of a subject or course.
- Major projects or performances that require students to integrate learning from an extended period.
In summary, while each type of assessment serves distinct purposes in the educational landscape, formative assessments stand out as particularly influential in fostering immediate learning improvements. Interim assessments offer a balanced perspective over extended periods, whereas summative assessments provide broader insights into systemic strengths and areas needing enhancement.
