Teaching
Many people think of “assessment” as just taking a test, but it’s more than that. There are two main types of assessment: summative assessment and formative assessment. Sometimes, these are called “assessment of learning” and “assessment for learning.”
Both types are used in almost every classroom. The key to good assessment is understanding what each type does and using them best to help students learn.
Assessment and its methods help teachers and students track progress toward learning goals and can be done in many ways.
Formative assessment is used during the learning process to identify areas where students struggle or have gaps in their knowledge. It helps the teacher and student determine how to improve and close those gaps.
This assessment type focuses on learning, not final grades, encouraging students to take charge of their learning. Formative assessments include self-assessments, peer assessments, quizzes, discussions, or written activities. The goal is to improve education as it happens, not just to grade the students.
On the other hand, summative assessment happens at the end of a lesson, unit, or course. It’s used to measure how well students have learned and their success. Summative assessments are usually graded and are often considered more important, though they don’t always have to be.
These assessments can be most effective when used alongside formative assessments, allowing teachers to see how students learn throughout the course and how much they have learned at the end, provided that the assessors follow the principles of assessment.
Learn more about formative and summative assessments in the assessment and teaching process. Our assessor and IQA courses, including the Level 3 CAVA Certificate and the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, offer a range of learning modules to help you become a trainer for renowned organisations.
Here’s a simple table comparing formative and summative assessments:
| Feature | Formative Assessment | Summative Assessment |
| Timing | Ongoing, during the learning process | At the end of a lesson, unit, or course |
| Purpose | To monitor progress and improve learning | To evaluate overall learning or achievement |
| Focus | Identifies learning gaps and misconceptions | Measures final knowledge, skills, or proficiency |
| Feedback | Provides feedback to improve learning | Provides a final grade or evaluation |
| Examples | Quizzes, discussions, peer reviews, self-assessments, assignments | Final exams, end-of-term projects, standardised tests |
| Grading | Often not graded or lightly graded, it focuses on improvement | Usually graded and heavily weighted |
| Student Involvement | Encourages self-reflection and active participation | Focuses on the result, often a final judgment of the student’s work |
| Effect on Learning | Helps students adjust and improve during learning | Reflects what students have learned at the end of instruction |
Formative assessments are ongoing and aimed at improving learning, while summative assessments are final evaluations that measure overall achievement.
