Case Studies: Overview | Summative | Formative | Assessment for Learning
The following case studies provide additional information on three types of assessments - summative assessments, formative assessments, and assessments for learning - and discuss their various uses. As the case studies indicate, some assessments are typically given to measure progress towards an end of year goal while others give immediate feedback on mastery of an objective. It is important to keep in mind the purpose behind giving the exam and the intended user when choosing which type of assessment is appropriate in a given situation. Each case study page includes an overview of the assessment type, a see it in action section with concrete examples, and resources that provide tools and additional information. For a brief overview of each page, see the descriptions below.
Summative Assessments
Summative assessments are cumulative exams administered to determine whether students have mastered the expected learning outcomes at a particular point in time. Summative exams are often given as end-of-unit or end-of-year exams intended to capture and summarize the development of learners at a given point in the learning process. This case study highlights state summative assessments, the New England Common Assessment Program, and the National Assessment of Educational Progress (NAEP).
Formative Assessments
Formative assessments are ongoing measures designed to provide information to both the teacher and the student regarding student progress towards mastery of broader content standards. The key to formative assessment is the role of feedback, which allows students to correct conceptual errors and encourages teachers to modify instructional activities in light of their effectiveness. This case study describes the formative assessment policies and programs of five different states.
Assessments for Learning
Assessments for learning are a type of formative assessment that is given throughout the year. Assessment for learning is distinctive because it informs the moment-to-moment, day-to-day in-structional decisions made by students and their teachers. This case study highlights the Assessment Reform Group, which identifies ten guiding principles for effectively using assessment for learning, and the Assessment Training Institute, which recommends using assessment for learning to engage students and develop intrinsic motivation.