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Understanding the fundamental differences between formative and

summative assessment

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 Global Scientific and Academic Research Journal of Education and literature ISSN: 2583-7966 (Online)

Global Scientific and Academic Research Journal of Education and Literature.

ISSN: 2583-7966 (Online)
Frequency: Monthly
Published By GSAR Publishers
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Understanding the fundamental differences between formative and summative assessment

BY
1
Satish Prakash Chand , 2Karishma Pillay
1
Assistant Professor in Education, College of Humanities & Education, Fiji National University, Fiji.
2
Assistant Lecturer, Department of Secondary and Sports Education, College of Humanities & Education, Fiji National
University, Fiji.

Abstract
Assessment in education is an important tool for evaluating student learning and guiding
instructional approaches. Two primary assessment types, formative and summative, offer distinct,
but complementary methods for evaluating and enhancing student learning. This paper presents a
comprehensive analysis of the differences between formative and summative assessments,
defining their unique characteristics, objectives, and implications in educational settings.
Formative assessment, which is also known as assessment for learning, is characterized by its
continuous feedback provision, emphasising ongoing improvement throughout the learning
process. It prioritises descriptive and timely feedback to guide students' understanding of their
strengths and areas for improvement. On the contrary, summative assessment, which is also
Article History
known as assessment of learning, marks the conclusion of a learning phase, providing a
Received: 14/01/2024 conclusive judgment of overall student achievement against predefined standards. The
Accepted: 10/02/2024 implications of formative assessment lie in its support for personalised learning and continuous
Published: 15/02/2024
improvement, while summative assessment extends to final evaluations and decisions about
Vol – 2 Issue – 2 students' achievements. Integrating both types of assessment offers a comprehensive
understanding of student progress, fostering differentiated instruction and informed decision-
PP: - 06-09
making within education, ultimately contributing to continuous growth and development among
students. Therefore, teachers should consider using the strengths of both assessments to create an
inclusive learning environment that caters to diverse student needs and promotes holistic student
success.
Keywords: formative assessment, summative assessment, assessment types, student learning,
assessment for learning, assessment of learning
process, distinguished by a range of defining characteristics
Introduction and serving specific purposes in promoting student learning.
Assessment is a vital component of the educational process, As Black and Wiliam (1998) and Menéndez et al. (2019)
serving as a critical tool for evaluating student learning and assert, formative assessment is primarily characterised by its
informing instructional strategies. There are two primary emphasis on continuously providing feedback to both students
types of assessment: formative and summative. These and teachers throughout the learning process. Its aim is to
assessment methods have distinct purposes, including improve learning outcomes by identifying areas of strengths
measuring student progress, understanding their capabilities, and weaknesses, thereby allowing adjustments to teaching
and guiding future learning strategies. This article provides an approaches that foster student development.
in-depth examination of the differences between formative
and summative assessment, exploring their unique Formative assessment is characterised primarily by its
characteristics, objectives, and implications in educational emphasis on providing timely and specific feedback that
settings. serves not only as an evaluative tool but also as a guide for
students to understand their strengths and areas that need
Formative Assessment: Characteristics and improvement (Cisterna & Gotwals, 2018; Morris et al., 2021;
Nicol & Macfarlane‐Dick, 2006). Constructive, descriptive,
Purpose
and focused on fostering learning rather than assigning
Formative assessment, which is also known as the assessment
grades, this feedback loop helps students actively engage with
for learning is an essential component of the educational

*Corresponding Author: Satish Prakash Chand This work is licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License. Page 6
 Global Scientific and Academic Research Journal of Education and literature ISSN: 2583-7966 (Online)

the material and encourages self-reflection, allowing them to assessments aim to provide a comprehensive and conclusive
take ownership of their learning process. evaluation of student learning, allowing teachers and
institutions to make decisions regarding students' progress and
Another essential characteristic of formative assessment is its
proficiency.
iterative nature, as it is not a one-time event, but rather an
ongoing process integrated into daily classroom activities Distinguishing Between Formative and
(Nishizuka, 2022; Sadler, 1989). Teachers employ various
methods, such as quizzes, discussions, observations, and peer
Summative Assessment
assessments, to continuously gauge student understanding. Formative and summative assessments are two distinct types
This ongoing evaluation allows for adjustments in teaching of evaluations in education that differ in their characteristics,
strategies, enabling teachers to tailor their instruction based on timing, purposes, and implications for student learning.
real-time feedback, thus meeting the diverse needs of their Formative assessment, as outlined by Black and Wiliam
students. (1998) and Menéndez et al. (2019), is a continuous and
ongoing process that occurs during the learning journey. Its
The primary purpose of formative assessment is to support primary focus is to provide immediate feedback to enhance
learning. As highlighted by Black and Wiliam (1998) and learning, with the intention of guiding instructional decisions
Greenstein (2010), formative assessment strategies are and supporting student growth. This type of assessment
designed to monitor student progress, identify areas of emphasizes descriptive and constructive feedback that aids
difficulty or misconception, and guide instructional decisions students in understanding their strengths and weaknesses,
to improve learning outcomes. By offering immediate fostering a growth mindset by encouraging active engagement
feedback and opportunities for students to correct with the learning process (Nicol & Macfarlane-Dick, 2006;
misunderstandings or gaps in knowledge, formative Zeng et al., 2018)). It occurs iteratively through various
assessment helps build a strong foundation for further techniques integrated into classroom activities, such as
learning. Ultimately, its goal is to facilitate growth, encourage quizzes, discussions, peer assessments, and self-assessment
a positive learning environment, and promote student success. activities, with the objective of monitoring student progress
and shaping teaching strategies in real-time (Chen, 2023).
Summative Assessment: Characteristics
On the other hand, summative assessment serves a different
and Purpose
purpose and occurs at the end of a learning period, marking a
Summative assessment, which is also known as assessment of
fixed point for evaluation. According to Dolin et al. (2017)
learning, is a vital evaluative tool in education that differs
and Yorke (2011), summative assessment aims to provide a
from formative assessment in terms of its specific
summary judgment of student achievement against
characteristics and intended objectives. According to
predetermined criteria. Unlike formative assessment, which
Gronlund and Brookhart (2016) and Mogboh and Okoye
focusses on feedback and improvement, summative
(2019), summative assessment occurs at the end of a learning
assessment is more concerned with assigning grades or
period and provides an overall judgment of student
making final determinations about student proficiency in a
achievement against established standards or learning
particular subject or curriculum. Its primary purpose is to
objectives. One of the primary characteristics of summative
evaluate and certify students' overall learning outcomes, often
assessment is its conclusive nature, as it marks the endpoint of
through standardised tests, final exams, or culminating
a learning phase, typically at the conclusion of a unit, course,
projects (Kariri et al., 2022; Stiggins, 2002).
or academic period, where students' knowledge and skills are
assessed comprehensively (Sah, 2021; Stiggins, 2002). The distinctions between formative and summative
Contrary to formative assessment, which focusses on ongoing assessments are notably significant in their implications.
feedback and improvement, summative assessment focusses Formative assessments facilitate learning by offering
on assigning grades or making final judgments about student continuous feedback, empowering students to recognise areas
achievement. in need of enhancement and adjust their learning techniques
accordingly (Black & Wiliam, 1998; Menéndez et al., 2019).
The primary goal of summative assessment is to evaluate and
This type of assessment helps inform instructional decisions
summarise overall learning outcomes of students. It serves as
and fosters a nurturing learning environment. In contrast,
a benchmark to measure students' proficiency against
summative assessment serves as a conclusive judgment of
predetermined criteria, often employed for grading purposes
student achievement, providing a snapshot of overall
and certification decisions (Gronlund & Brookhart, 2016).
performance against established standards or learning
The results of summative assessments provide a snapshot of
objectives (Gronlund & Brookhart, 2016). These assessments
what students have learnt throughout the learning period and
often carry greater stakes, such as determining grades or
are used to determine their level of competency in a specific
certifications, and may place less emphasis on providing
subject or curriculum.
timely feedback for improvement.
Summative assessments can take various forms, including
standardised tests, final exams, culminating projects, or end- Implications for Education
of-term papers, depending on the educational context and Formative and summative assessments have significant
learning objectives (Kariri et al., 2022; Stiggins, 2002). These consequences for education, influencing instructional

*Corresponding Author: Satish Prakash Chand This work is licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License. Page 7
 Global Scientific and Academic Research Journal of Education and literature ISSN: 2583-7966 (Online)

strategies, student learning experiences, and overall academic Conclusion

results. Formative and summative assessments are essential
The implications of formative assessment are crucial in components of the educational landscape, each serving unique
improving teaching and learning practices. As Black and but complementary roles in shaping teaching practices and
Wiliam (1998) and Menéndez et al. (2019) highlighted, student learning experiences. The distinction between these
formative assessment offers continuous feedback to students types lies not only in their characteristics and objectives but
during the learning process. This feedback helps identify areas also in their far-reaching implications for education.
of strength and weakness, enabling instructors to adapt their Formative assessment is characterised by its ongoing
teaching methods and content delivery to meet individual provision of feedback, emphasising improvement throughout
student needs (Nicol & Macfarlane‐Dick, 2006; Zeng et al., the learning process. It cultivates an environment conducive
2018). Consequently, it cultivates a supportive learning to personalised learning, empowering students to take
environment that encourages student engagement and self- ownership of their educational paths by addressing
reflection Gash - hatr & Za el , 20 ; Ndo e, 20 ). weaknesses and refining strengths. Teachers use formative
Teachers use formative assessment data to adjust instructional assessment data to fine-tune instructional approaches, thus
strategies, provide timely interventions, and scaffold learning fostering a nurturing learning environment that encourages
experiences, ultimately improving student achievement and growth and self-reflection.
fostering a growth mindset (Hattie & Timperley, 2007).
In contrast, summative assessment signifies a conclusive
Summative assessment, while serving a different purpose, has evaluation, marking the culmination of a learning phase. It
considerable implications for education. It provides a snapshot offers an overall judgment of student achievement relative to
of students' overall achievement in relation to predetermined predetermined standards. Although its primary function
standards or learning objectives (Gronlund & Brookhart, involves validating student learning outcomes, its implications
2016; Mogboh & Okoye, 2019). The outcomes of summative extend to educational policies, curriculum development, and
assessments are instrumental in determining students' grades, institutional accountability, influencing various aspects of the
certifications, or progress at the conclusion of a learning educational landscape.
period (Bazvand & Rasooli, 2022; Stiggins, 2002). These
implications can impact various aspects of education, Integration of formative and summative assessments offers a
including student motivation, academic progression, and comprehensive understanding of student progress and
educational pathways. Significantly, high-stakes summative proficiency. By combining these assessment types, teachers
assessments, such as standardised tests, can influence can implement differentiated instruction, support holistic
educational policies, curriculum development, and student development, and make informed decisions about
institutional accountability (Gronlund & Brookhart, 2016). teaching strategies and curriculum design. This synergy
However, relying solely on summative assessment for contributes to a well-rounded assessment framework that
evaluation may overlook individual student progress and promotes continuous improvement and student success in
diverse learning needs, potentially compromising the educational settings. Therefore, teachers should consider
educational process. harnessing the strengths of both assessments to create a robust
and inclusive learning environment that accommodates
Incorporating formative and summative assessments is diverse student needs and fosters continuous growth and
essential for developing a balanced and effective assessment development.
framework in education. Formative assessment practices
complement summative assessments by providing continuous References
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