A presentation summarizing the different assessment types

This summary is adapted from Asia e University (2012)

Formative Vs Summative

Formative assessment is assessment for learning. It is used at the beginning of an instructional period and during the process of instruction as teachers check for student understanding. Diagnostic tools determine what students already know and where there are gaps and misconceptions. Formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained guides teachers’ decisions in how to enhance teaching and learning. Formative assessment enables students to learn through the process of feedback and opportunities to practice and improve. As students reflect on and monitor their progress, this process effectively becomes assessment as learning and contributes to students planning future learning goals.

Summative assessment – is assessment of learning. It is used towards and at the end of the instruction period. Teachers document the culmination of students’ learning achievements through tasks that invite students to demonstrate their mastery and knowledge of the course content. Summative assessment data provides teachers with information about how effective teaching strategies have been, time needed for instruction and how to improve teaching for future students.

Assessment (either summative or formative) is often categorized as either objective or subjective.

Objective assessment is a form of questioning which has a single correct answer. It is also known as selected-response items. A scoring key for correct responses is created and can be applied by an examiner or by a computer. The scoring is easy, objective and reliable. The task is highly structured and clear where it can measure both simple and complex learning outcomes. However, constructing good items is time consuming and it is ineffective to measure some types of problem-solving items.

Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). It is known as Constructed-Response Items. It requires students to write out information rather than select a response from a menu. In scoring, many constructed-response items require judgment on the part of examiner. It can measure the highest level of learning outcomes such as analysis, synthesis and evaluation and the integration and application of ideas can be emphasized. In term of preparation, the essay types questions can be prepared in less time compared to selection-types format. However, the disadvantage is that scoring is time consuming, subjective and possibly unreliable.

In terms of comparison, assessment can be either Criterion-referenced assessment or Norm-referenced assessment

Criterion-referenced assessment: Typically, using a criterion-referenced test occurs when students are measured against defined (and objective) criteria. Criterion-referenced assessment is often, but not always, used to establish a person’s competence (whether s/he can do something).

Norm-referenced assessment : Typically, using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (‘passing’ in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year, depending on the quality of the cohort, criterion-referenced assessment on the other hand does not vary from year to year (unless the criteria change).

Assessment is either oral or written

Oral assessments are tasks designed to provide students with opportunities to develop and demonstrate their command of spoken presentation content. Written assessment can include essays, assignments, reports, dissertations, diaries, portfolios and workbooks. It may take place as course work or in an examination.

Assessment also can be internal or external

Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. With external assessment, students only receive a mark. Therefore, they have no idea how they actually performed (i.e. what bits they answered correctly.)

Besides, assessment is either formal or informal

The following table illustrates the difference between formal and informal assessment.

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