summative assessment in education

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Summative Assessment and Feedback

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Summative assessments are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is aimed at helping students understand how well they have done in meeting the overall learning goals of the course.

Effective summative assessments

Effective summative assessments provide students a structured way to demonstrate that they have met a range of key learning objectives and to receive useful feedback on their overall learning. They should align with the course learning goals and build upon prior formative assessments. These assessments will address how well the student is able to synthesize and connect the elements of learning from the entirety of the course into a holistic understanding and provide an opportunity to provide rich summative feedback.

The value of summative feedback

Summative feedback is essential for students to understand how far they have come in meeting the learning goals of the course, what they need further work on, and what they should study next. This can affect later choices that students make, particularly in contemplating and pursuing their major fields of study. Summative feedback can also influence how students regard themselves and their academic disciplines after graduation.

Use rubrics to provide consistency and transparency

A rubric is a grading guide for evaluating how well students have met a learning outcome. A rubric consists of performance criteria, a rating scale, and indicators for the different rating levels. They are typically in a chart or table format. 

Instructors often use rubrics for both formative and summative feedback to ensure consistency of assessment across different students. Rubrics also can make grading faster and help to create consistency between multiple graders and across assignments.

Students might be given access to the rubric before working on an assignment. No criteria or metric within a summative assessment should come as a surprise to the students. Transparency with students on exactly what is being assessed can help them more effectively demonstrate how much they have learned.  

Types of  summative assessments

Different summative assessments are better suited to measuring different kinds of learning. 

Examinations

Examinations are useful for evaluating student learning in terms of remembering information, and understanding and applying concepts and ideas. However, exams may be less suited to evaluating how well students are able to analyze, evaluate, or create things related to what they've learned.

Presentation

A presentation tasks the student with teaching others what they have learned typically by speaking, presenting visual materials, and interacting with their audience. This can be useful for assessing a student's ability to critically analyze and evaluate a topic or content.

With projects, students will create something, such as a plan, document, artifact, or object, usually over a sustained period of time, that demonstrates skills or understanding of the topic of learning. They are useful for evaluating learning objectives that require high levels of critical thinking, creativity, and coordination. Projects are good opportunities to provide summative feedback because they often build on prior formative assessments and feedback. 

With a portfolio, students create and curate a collection of documents, objects, and artifacts that collectively demonstrate their learning over a wide range of learning goals. Portfolios usually include the student's reflections and metacognitive analysis of their own learning. Portfolios are typically completed over a sustained period of time and are usually done by individual students as opposed to groups. 

Portfolios are particularly useful for evaluating how students' learning, attitudes, beliefs, and creativity grow over the span of the course. The reflective component of portfolios can be a rich form of self-feedback for students. Generally, portfolios tend to be more holistic and are often now done using ePortfolios .

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Summative Assessment

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria:

• The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment “summative” is not the design of the test, assignment, or self-evaluation, per se, but the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.
• Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic—i.e., they are more appropriately used to determine learning progress and achievement, evaluate the effectiveness of educational programs, measure progress toward improvement goals, or make course-placement decisions, among other possible applications.
• Summative-assessment results are often recorded as scores or grades that are then factored into a student’s permanent academic record, whether they end up as letter grades on a report card or test scores used in the college-admissions process. While summative assessments are typically a major component of the grading process in most districts, schools, and courses, not all assessments considered to be summative are graded.

Summative assessments are commonly contrasted with formative assessments , which collect detailed information that educators can use to improve instruction and student learning while it’s happening. In other words, formative assessments are often said to be for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may have divergent interpretations and opinions on the subject.

Some of the most well-known and widely discussed examples of summative assessments are the standardized tests administered by states and testing organizations, usually in math, reading, writing, and science. Other examples of summative assessments include:

• End-of-unit or chapter tests.
• End-of-term or semester tests.
• Standardized tests that are used to for the purposes of school accountability, college admissions (e.g., the SAT or ACT), or end-of-course evaluation (e.g., Advanced Placement or International Baccalaureate exams).
• Culminating demonstrations of learning or other forms of “performance assessment,” such as portfolios of student work that are collected over time and evaluated by teachers or capstone projects that students work on over extended periods of time and that they present and defend at the conclusion of a school year or their high school education.

While most summative assessments are given at the conclusion of an instructional period, some summative assessments can still be used diagnostically. For example, the growing availability of student data, made possible by online grading systems and databases, can give teachers access to assessment results from previous years or other courses. By reviewing this data, teachers may be able to identify students more likely to struggle academically in certain subject areas or with certain concepts. In addition, students may be allowed to take some summative tests multiple times, and teachers might use the results to help prepare students for future administrations of the test.

It should also be noted that districts and schools may use “interim” or “benchmark” tests to monitor the academic progress of students and determine whether they are on track to mastering the material that will be evaluated on end-of-course tests or standardized tests. Some educators consider interim tests to be formative, since they are often used diagnostically to inform instructional modifications, but others may consider them to be summative. There is ongoing debate in the education community about this distinction, and interim assessments may defined differently from place to place. See  formative assessment  for a more detailed discussion.

While educators have arguably been using “summative assessments” in various forms since the invention of schools and teaching, summative assessments have in recent decades become components of larger school-improvement efforts. As they always have, summative assessments can help teachers determine whether students are making adequate academic progress or meeting expected learning standards, and results may be used to inform modifications to instructional techniques, lesson designs, or teaching materials the next time a course, unit, or lesson is taught. Yet perhaps the biggest changes in the use of summative assessments have resulted from state and federal policies aimed at improving public education—specifically, standardized high-stakes tests used to make important decisions about schools, teachers, and students.

While there is little disagreement among educators about the need for or utility of summative assessments, debates and disagreements tend to center on issues of fairness and effectiveness, especially when summative-assessment results are used for high-stakes purposes. In these cases, educators, experts, reformers, policy makers, and others may debate whether assessments are being designed and used appropriately, or whether high-stakes tests are either beneficial or harmful to the educational process. For more detailed discussions of these issues, see high-stakes test , measurement error , test accommodations , test bias , score inflation , standardized test , and value-added measures .

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Formative, Summative, and More Types of Assessments in Education

All the best ways to evaluate learning before, during, and after it happens.

When you hear the word assessment, do you automatically think “tests”? While it’s true that tests are one kind of assessment, they’re not the only way teachers evaluate student progress. Learn more about the types of assessments used in education, and find out how and when to use them.

Diagnostic Assessments

Formative assessments, summative assessments.

• Criterion-Referenced, Ipsative, and Normative Assessments

What is assessment?

In simplest terms, assessment means gathering data to help understand progress and effectiveness. In education, we gather data about student learning in variety of ways, then use it to assess both their progress and the effectiveness of our teaching programs. This helps educators know what’s working well and where they need to make changes.

There are three broad types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning. Within those three broad categories, you’ll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced.

What’s the purpose of assessment in education?

In education, we can group assessments under three main purposes:

• Of learning
• For learning
• As learning

Assessment of learning is student-based and one of the most familiar, encompassing tests, reports, essays, and other ways of determining what students have learned. These are usually summative assessments, and they are used to gauge progress for individuals and groups so educators can determine who has mastered the material and who needs more assistance.

When we talk about assessment for learning, we’re referring to the constant evaluations teachers perform as they teach. These quick assessments—such as in-class discussions or quick pop quizzes—give educators the chance to see if their teaching strategies are working. This allows them to make adjustments in action, tailoring their lessons and activities to student needs. Assessment for learning usually includes the formative and diagnostic types.

Assessment can also be a part of the learning process itself. When students use self-evaluations, flash cards, or rubrics, they’re using assessments to help them learn.

Let’s take a closer look at the various types of assessments used in education.

Diagnostic assessments are used before learning to determine what students already do and do not know. This often refers to pre-tests and other activities students attempt at the beginning of a unit. ADVERTISEMENT

How To Use Diagnostic Assessments

When giving diagnostic assessments, it’s important to remind students these won’t affect their overall grade. Instead, it’s a way for them to find out what they’ll be learning in an upcoming lesson or unit. It can also help them understand their own strengths and weaknesses, so they can ask for help when they need it.

Teachers can use results to understand what students already know and adapt their lesson plans accordingly. There’s no point in over-teaching a concept students have already mastered. On the other hand, a diagnostic assessment can also help highlight expected pre-knowledge that may be missing.

For instance, a teacher might assume students already know certain vocabulary words that are important for an upcoming lesson. If the diagnostic assessment indicates differently, the teacher knows they’ll need to take a step back and do a little pre-teaching before getting to their actual lesson plans.

Examples of Diagnostic Assessments

• Pre-test: This includes the same questions (or types of questions) that will appear on a final test, and it’s an excellent way to compare results.
• Blind Kahoot: Teachers and kids already love using Kahoot for test review, but it’s also the perfect way to introduce a new topic. Learn how Blind Kahoots work here.
• Survey or questionnaire: Ask students to rate their knowledge on a topic with a series of low-stakes questions.
• Checklist: Create a list of skills and knowledge students will build throughout a unit, and have them start by checking off any they already feel they’ve mastered. Revisit the list frequently as part of formative assessment.

Formative assessments take place during instruction. They’re used throughout the learning process and help teachers make on-the-go adjustments to instruction and activities as needed. These assessments aren’t used in calculating student grades, but they are planned as part of a lesson or activity. Learn much more about formative assessments here.

How To Use Formative Assessments

As you’re building a lesson plan, be sure to include formative assessments at logical points. These types of assessments might be used at the end of a class period, after finishing a hands-on activity, or once you’re through with a unit section or learning objective.

Once you have the results, use that feedback to determine student progress, both overall and as individuals. If the majority of a class is struggling with a specific concept, you might need to find different ways to teach it. Or you might discover that one student is especially falling behind and arrange to offer extra assistance to help them out.

While kids may grumble, standard homework review assignments can actually be a pretty valuable type of formative assessment . They give kids a chance to practice, while teachers can evaluate their progress by checking the answers. Just remember that homework review assignments are only one type of formative assessment, and not all kids have access to a safe and dedicated learning space outside of school.

Examples of Formative Assessments

• Exit tickets : At the end of a lesson or class, pose a question for students to answer before they leave. They can answer using a sticky note, online form, or digital tool.
• Kahoot quizzes : Kids enjoy the gamified fun, while teachers appreciate the ability to analyze the data later to see which topics students understand well and which need more time.
• Flip (formerly Flipgrid): We love Flip for helping teachers connect with students who hate speaking up in class. This innovative (and free!) tech tool lets students post selfie videos in response to teacher prompts. Kids can view each other’s videos, commenting and continuing the conversation in a low-key way.
• Self-evaluation: Encourage students to use formative assessments to gauge their own progress too. If they struggle with review questions or example problems, they know they’ll need to spend more time studying. This way, they’re not surprised when they don’t do well on a more formal test.

Find a big list of 25 creative and effective formative assessment options here.

Summative assessments are used at the end of a unit or lesson to determine what students have learned. By comparing diagnostic and summative assessments, teachers and learners can get a clearer picture of how much progress they’ve made. Summative assessments are often tests or exams but also include options like essays, projects, and presentations.

How To Use Summative Assessments

The goal of a summative assessment is to find out what students have learned and if their learning matches the goals for a unit or activity. Ensure you match your test questions or assessment activities with specific learning objectives to make the best use of summative assessments.

When possible, use an array of summative assessment options to give all types of learners a chance to demonstrate their knowledge. For instance, some students suffer from severe test anxiety but may still have mastered the skills and concepts and just need another way to show their achievement. Consider ditching the test paper and having a conversation with the student about the topic instead, covering the same basic objectives but without the high-pressure test environment.

Summative assessments are often used for grades, but they’re really about so much more. Encourage students to revisit their tests and exams, finding the right answers to any they originally missed. Think about allowing retakes for those who show dedication to improving on their learning. Drive home the idea that learning is about more than just a grade on a report card.

Examples of Summative Assessments

• Traditional tests: These might include multiple-choice, matching, and short-answer questions.
• Essays and research papers: This is another traditional form of summative assessment, typically involving drafts (which are really formative assessments in disguise) and edits before a final copy.
• Presentations: From oral book reports to persuasive speeches and beyond, presentations are another time-honored form of summative assessment.

Find 25 of our favorite alternative assessments here.

More Types of Assessments

Now that you know the three basic types of assessments, let’s take a look at some of the more specific and advanced terms you’re likely to hear in professional development books and sessions. These assessments may fit into some or all of the broader categories, depending on how they’re used. Here’s what teachers need to know.

Criterion-Referenced Assessments

In this common type of assessment, a student’s knowledge is compared to a standard learning objective. Most summative assessments are designed to measure student mastery of specific learning objectives. The important thing to remember about this type of assessment is that it only compares a student to the expected learning objectives themselves, not to other students.

Many standardized tests are criterion-referenced assessments. A governing board determines the learning objectives for a specific group of students. Then, all students take a standardized test to see if they’ve achieved those objectives.

Find out more about criterion-referenced assessments here.

Norm-Referenced Assessments

These types of assessments do compare student achievement with that of their peers. Students receive a ranking based on their score and potentially on other factors as well. Norm-referenced assessments usually rank on a bell curve, establishing an “average” as well as high performers and low performers.

These assessments can be used as screening for those at risk for poor performance (such as those with learning disabilities) or to identify high-level learners who would thrive on additional challenges. They may also help rank students for college entrance or scholarships, or determine whether a student is ready for a new experience like preschool.

Learn more about norm-referenced assessments here.

Ipsative Assessments

In education, ipsative assessments compare a learner’s present performance to their own past performance, to chart achievement over time. Many educators consider ipsative assessment to be the most important of all , since it helps students and parents truly understand what they’ve accomplished—and sometimes, what they haven’t. It’s all about measuring personal growth.

Comparing the results of pre-tests with final exams is one type of ipsative assessment. Some schools use curriculum-based measurement to track ipsative performance. Kids take regular quick assessments (often weekly) to show their current skill/knowledge level in reading, writing, math, and other basics. Their results are charted, showing their progress over time.

Learn more about ipsative assessment in education here.

Have more questions about the best types of assessments to use with your students? Come ask for advice in the We Are Teachers HELPLINE group on Facebook.

Plus, check out creative ways to check for understanding ..

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Summative Assessment: Understanding its Definition, Purpose, and Importance in Education

Learn about Summative Assessment in this educational glossary entry.

Summative assessment is a method used in education to evaluate students' learning at the end of an instructional unit or period. It is a formal assessment that typically occurs after a period of learning, such as the completion of a project, a unit of study, or a course. Unlike formative assessment, which aims to provide ongoing feedback to improve learning during the instructional process, summative assessment focuses on measuring the overall learning outcomes and achievement of students.

Summative assessments come in various forms, including standardized tests, final exams, projects, essays, and presentations. These assessments are designed to measure the extent to which students have mastered the learning objectives and standards set by the curriculum. The results of summative assessments are often used to assign grades or scores to students, which are then used to evaluate their academic performance and progress.

Purpose of Summative Assessment

The primary purpose of summative assessment is to evaluate students' understanding of the material covered in a specific period of instruction. By assessing students at the end of a unit or course, educators can determine the extent to which students have achieved the learning objectives and standards set by the curriculum. Summative assessments provide a comprehensive view of students' overall performance and help educators make informed decisions about students' progress and academic success.

Summative assessment also serves as a tool for accountability in education. By measuring students' learning outcomes against established standards, summative assessments help educational institutions, policymakers, and other stakeholders assess the effectiveness of instructional programs and curriculum. These assessments provide valuable data that can be used to identify areas of improvement, make informed decisions about resource allocation, and ensure that students are meeting academic expectations.

Types of Summative Assessment

There are several types of summative assessments commonly used in education, each serving a specific purpose and providing valuable insights into students' learning. Some of the most common types of summative assessment include:

• Standardized Tests: These tests are administered to all students in a standardized format and measure students' knowledge and skills against a set of predetermined criteria. Standardized tests are often used to assess students' proficiency in core subjects such as math, reading, and science.
• Final Exams: Final exams are comprehensive assessments administered at the end of a course or semester to evaluate students' understanding of the material covered throughout the term. These exams typically cover a wide range of topics and require students to demonstrate their knowledge and skills.
• Projects: Project-based assessments require students to apply their knowledge and skills to complete a hands-on project or task. These assessments allow students to demonstrate their creativity, critical thinking, and problem-solving abilities in a real-world context.
• Essays: Essay assessments require students to write a structured response to a prompt or question, demonstrating their ability to organize and communicate their ideas effectively. Essays are often used to assess students' writing skills, critical thinking, and analytical abilities.
• Presentations: Presentation assessments require students to deliver a speech or presentation on a specific topic, demonstrating their ability to communicate information clearly and persuasively. Presentations assess students' public speaking skills, research abilities, and presentation techniques.

Importance of Summative Assessment

Summative assessment plays a crucial role in the education system for several reasons:

• Evaluation of Learning: Summative assessments provide educators with a comprehensive view of students' learning outcomes and achievements. By evaluating students' performance at the end of an instructional period, educators can assess the effectiveness of their teaching methods and the extent to which students have mastered the learning objectives.
• Feedback for Improvement: While the primary purpose of summative assessment is to evaluate student learning, the results of these assessments can also provide valuable feedback for improvement. By analyzing students' performance on summative assessments, educators can identify areas of strength and weakness in the curriculum and make necessary adjustments to improve student learning outcomes.
• Accountability and Transparency: Summative assessments help ensure accountability and transparency in education by measuring students' learning outcomes against established standards. These assessments provide objective data that can be used to assess the effectiveness of educational programs, evaluate student performance, and make data-driven decisions to improve educational quality.
• Grading and Reporting: Summative assessments are often used to assign grades or scores to students, which are then used to evaluate their academic performance and progress. These grades provide valuable information to students, parents, and educators about students' achievements, strengths, and areas for improvement.
• Evidence of Learning: Summative assessments serve as evidence of students' learning and achievements, demonstrating the knowledge and skills they have acquired throughout the instructional period. These assessments provide a tangible record of students' progress and can be used to showcase their academic accomplishments to others.

In conclusion, summative assessment is a valuable tool in education that helps evaluate students' learning outcomes, measure their achievements, and ensure accountability in the education system. By providing a comprehensive view of students' performance at the end of an instructional period, summative assessments play a crucial role in assessing student progress, informing instructional decisions, and improving educational quality.

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• Summative Assessments: Types

Summative assessments evaluate learning at the end of a unit, course, or instructional period. While typically used to gauge final outcomes, these assessments can also serve formative purposes, tracking progress throughout a course. Below are common types of summative assessments, with equity-minded design tips and links to additional resources.

Exams typically consist of a set of questions aimed at eliciting specific responses and can include multiple choice, fill-in-the-blank, diagram labeling, and short-answer questions. When designing exams, equity-minded principles ensure they are accessible and effective for all students.

• Ensure test questions align closely with course learning objectives.
• Include applications of course concepts to real-world scenarios that resonate with students’ interests and skills.
• Require skills that students may use in their academic, professional, or personal lives, such as critical thinking, problem-solving, and collaboration.
• Test a range of cognitive skills, from lower-order (recall and understanding) to higher-order (evaluation and application).
• Example: Include case studies that ask students to apply concepts to solve real-world problems.
• Focus on tasks requiring application of skills or creation of new knowledge in novel or complex situations, rather than simple recall.
• Include multi-step problem-solving or questions requiring students to justify their answers through reasoning.
• Clearly communicate what knowledge and skills are being tested.
• Provide practice questions that illustrate the types of questions students will encounter on the exam.
• Explain scoring criteria, such as whether answers are marked for both accuracy and process, or if penalties apply for incorrect answers.
• Transparency is particularly important for international and first-generation students who may be less familiar with the exam format.
• Use language, scenarios, and examples that reflect the diverse lived experiences of your students without assuming specific cultural knowledge.
• Write clear, concise, and unambiguous questions to minimize confusion, especially in online or large-class settings where clarification may not be possible.

Best Practices for Exams

• Open-Book or Group Exams: Encourage critical thinking, collaboration, and analytical skills. These formats also reduce stress and support equity (Johanns et al., 2016; Martin et al., 2014).
• Exam Wrappers: Include follow-up reflections to help students assess their preparation and engage in metacognition (Lovett, 2013).
• Writing Good Multiple Choice Questions (Brame, 2013)
• Incorporating Group Exams (Chen, 2018)
• Using Exam Wrappers (Carnegie Mellon University)

Projects 

Projects are versatile tools for assessing student learning and often involve completing a series of steps to produce a final product. These tasks are particularly effective for fostering creativity, critical thinking, and real-world application. Examples include presentations, research papers, essays, or digital storyboards.

1. Presentations

• Description: Students create slide decks or posters to support oral presentations explaining their project’s motivation, process, and outcomes.
• Benefits: Efficient for assessing higher-order thinking, application, and communication skills.
• Challenges: In large classes, presentations can be time-consuming. Conducting group presentations or scheduling them during labs or recitations can help.
• Tips: Use small group presentations or schedule during lab/recitation sections to manage time in large classes. Group projects also promote collaboration, communication, and time management.
• Designing Presentations (McCaroll, 2016)
• Group Projects (Carnegie Mellon University)
• Evaluate Group Projects (Cornell University)

2. Research Papers

• Description: Research papers involve structured written reports that analyze or synthesize literature, often following the IMRaD format (Introduction, Methods, Results, and Discussion). 
• Benefits: Build critical thinking, organizational, and writing skills, particularly in research-focused disciplines.
• Challenges: Without sufficient guidance, students may struggle to structure their work effectively. Grading large volumes of content can also be challenging for instructors.
• Scaffold tasks like topic selection, literature searches, and drafting.
• Train students to use tools like citation managers or AI search engines.
• Provide rubrics and incorporate peer feedback to give timely support.
• Guiding Questions for Research Papers (Ohio State University) .

3. Essays or Commentaries

• Description: Open-ended written responses to prompts that require students to present evidence-based arguments.
• Benefits: Encourage creativity, critical thinking, and individual expression.
• Challenges: Similar to research papers, essays can be difficult to grade and time-consuming without clear rubrics and guidance.
• Provide rubrics, writing samples, and peer feedback opportunities. Be transparent about the ethical use of AI and its role in writing processes (Matthews, 2023). 
• It is also important to consider and comply with norms set by FERPA , when sharing work of students from past classes. 
• Instructors should address the use of AI writing tools by including clear policies in syllabi , discussing plagiarism ethics, and training students to use AI responsibly (e.g., for structure, grammar, or spelling). Transparency about the benefits of fully engaging in the writing process is essential (Matthews, 2023).
• Designing Writing Assignments (Kiefer, 2018) .

4. Digital Storyboards

• Description: Visual projects like films, photo essays, or artwork that narrate a concept or process.
• Benefits: Combine creativity, higher-order thinking, and collaboration.
• Challenges: Students may lack access to materials needed to create high-quality projects.
• Tips: Provide access to materials (e.g., art supplies, software) and use scaffolding to guide students in mastering elements like narrative, visuals, and sequencing.
• Digital Story Resources (Macalester University)
• Examples of Digital Stories (University of Houston, Dogan, 2021) .

Making Projects Equity-Minded

• Relevant: Align tasks (e.g., critical thinking, collaboration) with learning goals.
• Authentic: Address real-world problems that resonate with students’ interests and future needs (Wiggins, 1990).
• Rigorous: Use multi-step tasks that require analysis, synthesis, and application, with scaffolding for support (Schrank, 2016).
• Transparent: Share detailed rubrics, clear objectives, and examples of successful projects (Winkelmes, 2023).
• Inclusive: Incorporate diverse voices and creative formats, ensuring access to required resources (Montenegro & Jankowski, 2020).

Explore more resources on Project-Based Learning (Champlain University) and G uidelines for Implementing Projects (Boston University) .

Portfolios are curated collections of student work that demonstrate their learning, skills, and potential for future opportunities (Vitale & Romance, 2005). Often used in performance-based disciplines like art or humanities, portfolios can also be effective in science and engineering for evaluating proficiency through e.g., CV , research statements , ePortfolios/websites ). Alternately, portfolios may be composed of research papers, presentations, or concept maps (Dibrell, n.d.).

Equity-Minded Portfolios

• Relevant: Include diverse work aligned with course objectives and student goals.
• Authentic: Evaluate synthesis, application, and creation of new knowledge relevant to professional careers.
• Rigorous: Require higher-order thinking, such as problem-solving and analysis, demonstrated through curated work.
• Transparent: Co-create rubrics with students to clarify expectations and include their voices.
• Inclusive: Allow students to include earlier work to showcase growth. Provide access to materials to ensure equitable participation.

Tips for Implementing Portfolios

Explore tools such as digication to learn more about systematic ways to evaluate and assign portfolios in a transparent manner. Click on the respective links to view examples of CU undergraduate student portfolios in art , engineering and English . You can also find more examples on ASSETT’s BuffsCreate , a service providing all CU learners access to a subdomain and support to create an ePortfolio.  

References:

    Brame , C. (2013) Writing good multiple choice test questions . Vanderbilt University. 

    Chen , Y. (2018). Collaborative learning through group testing . Center for Teaching and Learning, Kent State University.

   Division of Learning and Teaching. (2022, March 30). Exams . Charles Sturt University.

    Lovett , M. C. (2013). Make exams worth more than the grade: Using exam wrappers to promote metacognition . In Kaplan, M., Silver, N, Lavaque-Manty, D., & Meizlish, D. Using reflection and metacognition to improve student learning . Stylus Publishing: Sterling, VA., pp. 18-52.

    Johanns , A., Dinkens , J., & Moore , J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills . Nursing Education in Practice , 27, 89-94.

    Martin , D., Friesen , E., & De Pau , A. (2014). Three heads are better than one: A mixed methods study examining collaborative versus traditional test-taking with nursing students . Nurse Education Today , 34 (6), 971–977.

    Dibrell , D. (n.d.). Designing reflective writing assignments . The University of Texas, Rio Grande Valley.

    Vitale , M. R. & Romance , N. R. (2005). Portfolios in science assessment: A knowledge-based model for classroom practice . In J. J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Assessing Science Understanding: A Human Constructivist View, Educational Psychology. Burlington: Academic Press. (pp. 167–196). Burlington, VT: Academic Press.

Center for Teaching and Learning. (2021, May 06). Project-Based Learning: Teaching Guide . Boston University

   Division of Learning and Teaching (2022, March 30). Essay . Charles Sturt University.

    Dogan , B. (2021). Example stories . The Educational Uses of Digital Storytelling Website. University of Houston College of Education.

    Matthews , D. (2023, March 14). If you’re not using CHATGPT for your writing, you’re probably making a mistake . Vox. 

Further Readings & Resources:

You can find additional resources and references below to learn more about incorporating different types of summative assessments and feedback in your class. Particularly notable is the NILOA Assignment Library , which provides a detailed description of best practices in incorporating the above assessments in each discipline in an equity-minded manner. Charles Sturt University also has a substantive overview of assessment types and best practices in designing them . For individualized support, you may also schedule a consultation with our team .

   Division of Learning and Teaching. (2022, March 30). Assessment types . Charles Sturt University.

    Montenegro , E., & Jankowski , N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

    Chan , J. C. K. & Ahn , D. (2023). Unproctored online exams provide meaningful assessment of student learning . Proceedings of the National Academy of Sciences . 120 (31): e230202012

• Assessment in Large Enrollment Classes
• Classroom Assessment Techniques (CAT)
• Creating and Using Learning Outcomes
• Five Misconceptions on Writing Feedback
• Formative Assessments
• Frequent Feedback for Students
• Student Peer Assessment
• Student Self-Assessment
• Summative Assessments: Best Practices
• Reflecting on Teaching
• Departmental Teaching Evaluation
• Equity in Assessment
• Glossary of Terms
• Course Development & Resources
• Inclusivity & Student Support
• Enhancing the Learning Environment
• Professional Development & Research
• Additional Resources

Summative Assessment

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Summative assessment evaluates student learning at the end of an instructional unit by comparing it against a standard or benchmark. Teachers use it to measure students’ understanding and mastery of the material. Summative assessments, such as final exams, end-of-term projects, and standardized tests, provide a snapshot of students’ academic performance. These assessments play a crucial role in determining grades, informing instruction, and guiding future educational decisions. They help educators identify areas where students excel and where they need improvement, ensuring that educational goals are met.

What is Summative Assessment?

Summative assessments are essential for assessing learning objectives . Learning outcomes describe what students should learn and be able to do after taking a course or program. The summative assessment determines a course’s final grade. Summative assessment helps instructors determine whether students have learned enough to pass a course or program. statistics reports  like this are essential for determining effective classroom management plan  success and planning.

Summative Assessment Examples

• Final Exams : Comprehensive tests at the end of a course covering all material taught.
• Standardized Tests : Assessments like SAT, ACT, or state exams that measure student performance against a standard.
• End-of-Term Projects : Large projects completed at the end of a term, such as research papers or science fair projects.
• Capstone Projects : Multi-semester projects in higher education that demonstrate a student’s learning and skills.
• Portfolios : Collections of student work over time, demonstrating progress and mastery of subject matter.
• Performance Tasks : Assessments where students demonstrate their knowledge and skills through a practical task, such as a lab experiment or a history presentation.
• Final Presentations : Oral presentations summarizing the key learnings and findings from a course or project.
• Cumulative Quizzes : Quizzes that cover all the material learned over a certain period.
• Written Essays : In-depth essays written at the end of a course to assess understanding and analysis of the material.
• Oral Exams : Verbal examinations where students answer questions or explain concepts to demonstrate their knowledge.
• Art Exhibitions : For art courses, a display of students’ artworks created during the term.
• Practical Exams : Hands-on tests in subjects like nursing, engineering, or culinary arts to assess practical skills.
• Final Reports : Detailed reports in subjects like business, science, or social studies summarizing research and findings.
• Certification Exams : Professional certification tests that students must pass to demonstrate their competence in a specific field.
• Comprehensive Skill Assessments : Evaluations of skills in areas like music, dance, or sports through performance and technique demonstration.

Summative Assessment Examples for Kindergarten

• Collecting a range of students’ work over time, such as drawings, writing samples, and projects.
• Teachers can assess growth in various skills, including fine motor skills, literacy, and numeracy.
• Story Retelling : Have students listen to a story and then retell it in their own words, assessing comprehension and narrative skills.
• Show and Tell : Students bring an item from home and explain it to the class, evaluating speaking and presentation skills.
• Teachers can use checklists to record students’ mastery of specific skills, such as recognizing letters, counting objects, or following instructions.
• Rubrics provide clear criteria for evaluating the quality of students’ work, such as artwork or writing.
• Class Book : Create a class book where each student contributes a page, showing their understanding of a theme, like “All About Me” or “Animals”.
• Thematic Displays : Students create displays or posters on topics they’ve learned about, such as seasons, community helpers, or plants.
• Structured observations during play or specific activities can provide insights into social skills, problem-solving abilities, and other developmental milestones.
• Worksheets : Simple worksheets can be used to assess skills like letter recognition, counting, matching, and basic writing.
• Drawing and Labeling : Students draw pictures and label parts, such as drawing a family and labeling members, assessing both artistic expression and literacy.
• Interviews : One-on-one interviews where teachers ask questions related to a topic, assessing verbal communication and understanding.
• Group Discussions : Facilitated discussions where students share what they’ve learned about a topic, assessing their ability to recall and articulate information.
• Games : Educational games that reinforce learning objectives, such as matching games for letter sounds or number recognition.
• Technology-Based Assessments : Interactive activities on tablets or computers that evaluate skills through engaging tasks.
• Role-Playing : Students act out scenarios related to what they have learned, such as being a doctor, a shopkeeper, or a weather reporter.
• Songs and Rhymes : Singing songs or reciting rhymes learned during the unit, assessing memory and rhythmic skills.
• Home Projects : Assigning simple projects that students complete with their parents, such as creating a family tree or a “Me Box” with items that represent the child.

Summative Assessment Examples for Early Childhood

• Collection of a child’s work over time, such as drawings, writing samples, and project work.
• Includes teacher observations and notes on the child’s progress.
• Age-appropriate standardized tests to assess basic skills in areas like literacy and numeracy.
• Examples include the Woodcock-Johnson Tests of Achievement or the Peabody Picture Vocabulary Test.
• Comprehensive reports that summarize a child’s development and learning across various domains.
• Include teacher comments, checklists, and ratings on skills and behaviors.
• Activities where children demonstrate their knowledge and skills through hands-on tasks.
• Examples include storytelling, solving puzzles, or participating in group projects.
• Tools used by teachers to rate a child’s performance against specific criteria.
• Include developmental milestones and learning standards.
• Structured observations of children during different activities and routines.
• Focus on specific skills such as social interaction, problem-solving, and physical coordination.
• Meetings between parents and teachers to discuss the child’s progress and share assessment results.
• Provide a comprehensive view of the child’s development from both school and home perspectives.
• Narrative assessments where teachers document and interpret significant moments of learning.
• Include photos, quotes from the child, and reflections on their development.
• Tools used to identify children who may need further evaluation or support.
• Examples include the Ages and Stages Questionnaires (ASQ) and the Denver Developmental Screening Test.

High School Summative Assessment Examples

• Description : Comprehensive tests covering all material taught during the course.
• Purpose : To evaluate overall understanding and retention of course content.
• Description : Tests like SATs, ACTs, or state-specific exams.
• Purpose : To assess student readiness for college and adherence to state standards.
• Description : In-depth essays requiring research, analysis, and synthesis of information on a given topic.
• Purpose : To evaluate critical thinking, writing skills, and subject mastery.
• Description : Long-term projects such as science fair projects, history day presentations, or engineering designs.
• Purpose : To assess practical application of knowledge, creativity, and problem-solving skills.
• Description : Presentations on topics studied in class, often accompanied by visual aids or multimedia.
• Purpose : To evaluate public speaking skills, comprehension, and the ability to convey information clearly.
• Description : Collection of a student’s best work over the course of a semester or year.
• Purpose : To demonstrate growth, learning progress, and skill development in various subjects.
• Description : Comprehensive projects completed in the final year of high school, often interdisciplinary.
• Purpose : To synthesize learning from multiple areas and prepare for post-secondary education or careers.

Types of Summative Assessment

• Standardized Tests : National or state exams designed to measure students against a common standard.
• Final Exams : Comprehensive tests given at the end of a course covering all material taught.
• Midterm Exams : Exams given halfway through a course to assess knowledge up to that point.
• Research Projects : In-depth studies on a particular topic requiring investigation, analysis, and presentation.
• Capstone Projects : Cumulative projects typically completed at the end of a program, integrating knowledge from various courses.
• Research Papers : Detailed written reports on a specific topic, involving critical analysis and synthesis of information.
• Essays : Written responses to prompts that assess students’ ability to articulate and defend a position or analyze a concept.
• Academic Portfolios : Collections of student work that demonstrate learning and progress over time.
• Art Portfolios : Compilations of artistic works showcasing skills and creativity.
• Oral Presentations : Students present their knowledge or research findings verbally, often with visual aids.
• Poster Presentations : Visual displays summarizing research or projects, typically presented at academic fairs or conferences.
• Performances : Students demonstrate their skills through performances, such as in music, drama, or dance.
• Practical Exams : Hands-on tests in fields like medicine or engineering, where students perform specific tasks or procedures.
• Though often formative, quizzes can also be summative if they contribute significantly to a final grade or evaluate cumulative knowledge.
• ACT/SAT : Standardized tests used for college admissions in the United States.
• GRE/GMAT : Exams used for admission to graduate programs.
• Comprehensive Reviews : Assessments that require students to review and synthesize information from an entire course or program.

Formative assessment

Formative assessment refers to a range of formal and informal evaluation procedures conducted by teachers during the learning process. These assessments help modify teaching and learning activities to improve student attainment. The primary goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

Examples of Formative Assessment

• Quizzes and Polls : Short, ungraded quizzes or polls to gauge understanding of the material.
• Observations : Teachers observe students during class activities and discussions to assess their engagement and comprehension.
• Questioning : Asking open-ended questions during a lesson to check for understanding and stimulate critical thinking.
• Peer Assessment : Students assess each other’s work, providing feedback and learning from their peers.
• Self-Assessment : Students reflect on their own learning, identify areas for improvement, and set goals.
• Exit Tickets : Brief prompts or questions given at the end of a lesson to assess what students have learned and identify any remaining questions or concerns.
• Journals and Learning Logs : Students keep records of their learning experiences, progress, and reflections.
• Concept Maps : Students create visual representations of their understanding of a topic, helping teachers identify gaps in knowledge.

Formative vs Summative Assessment

What is the primary goal of summative assessment.

The primary goal of summative assessment is to evaluate student learning, skill acquisition, and academic achievement at the end of an instructional period, such as a unit, course, semester, or school year. It aims to determine the extent to which students have met the learning objectives, inform final grades, and provide data on the effectiveness of the curriculum and teaching methods. Summative assessments also serve as tools for accountability, ensuring that educational standards are met, and for credentialing, certifying that students have acquired the necessary competencies for progression or graduation. Examples include final exams, standardized tests, and end-of-term projects.

When to use Summative Assessment

• End of a Unit or Course : Summative assessments are typically administered at the end of a specific unit, course, semester, or academic year to determine whether students have mastered the material.
• Certification and Qualification : When a certification or qualification is required, summative assessments are used to certify that the student has the necessary knowledge and skills. Examples include final exams, standardized tests, and professional certification exams.
• Grading and Reporting : These assessments provide a way to assign grades or scores that can be used for report cards, transcripts, and other forms of academic record keeping.
• Curriculum Effectiveness : Summative assessments can help educators and administrators evaluate the effectiveness of the curriculum and make decisions about future instructional strategies and curriculum development.
• Accountability : Schools and educational programs often use summative assessments to demonstrate accountability to stakeholders such as parents, school boards, and government bodies. They show that students are meeting established learning standards and benchmarks.
• Program Evaluation : These assessments can be used to evaluate the effectiveness of educational programs and initiatives, guiding decisions about program continuation, modification, or discontinuation.
• Placement Decisions : Summative assessments can be used to make decisions about student placement in advanced courses, special programs, or remediation.

Characteristics of Summative Assessments

• Evaluative : They are used to measure the level of learning or achievement after instruction has been completed.
• Finality : These assessments are usually administered at the end of a learning period, unit, semester, or academic year.
• Comprehensive : They cover a broad range of material that was taught during the instructional period.
• High Stakes : The results of summative assessments often have significant consequences, such as determining final grades, advancement to the next grade level, or graduation.
• Standardized : Many summative assessments are standardized to ensure consistency and comparability across different student groups.
• Formal : These assessments are usually more formal and structured than formative assessments, often taking the form of tests, exams, or final projects.
• Performance-Based : They evaluate the overall performance and understanding of students on the subject matter.
• Feedback and Reporting : Summative assessments provide feedback that can be used to inform stakeholders, such as students, parents, teachers, and administrators, about the student’s academic progress.
• Benchmarking : They are used to benchmark student performance against standards or expectations, such as state or national standards.
• Criterion-Referenced : They often compare student performance against a predetermined standard or criteria rather than against other students’ performances.

Benefits for Students

• Summative assessments provide a clear measure of what students have learned and how well they have mastered the course material. This helps students understand their level of knowledge and skills in the subject.
• These assessments offer valuable feedback to students about their strengths and areas for improvement. Knowing their performance can motivate students to put in more effort and improve in areas where they are weak.
• Summative assessments encourage students to set learning goals and hold themselves accountable for meeting them. The need to perform well in these assessments can drive students to stay focused and disciplined throughout the course.
• Performing well in summative assessments can build students’ confidence and prepare them for future academic challenges, including higher education entrance exams and professional certification tests.
• These assessments often require students to demonstrate critical thinking, problem-solving, and effective communication skills. Preparing for and taking these exams can enhance these important skills.

Can summative assessments be used for grading purposes?

Yes, summative assessments often contribute to students’ final grades and academic transcripts.

How can educators ensure the validity and reliability of summative assessments?

By aligning assessments with learning objectives, using clear and fair evaluation criteria, and minimizing bias in scoring.

How do students prepare for summative assessments?

Students prepare by reviewing course materials, studying key concepts, practicing problem-solving skills, and seeking clarification on unclear topics.

Are summative assessments used in all educational levels?

Yes, summative assessments are used in K-12 education, higher education, and professional training programs.

Can summative assessments be used to assess skills other than academic knowledge?

Yes, they can assess skills such as critical thinking, problem-solving, communication, and creativity.

How do summative assessments contribute to educational accountability?

They provide data on student achievement, which is used to evaluate the effectiveness of educational programs and inform decision-making.

What is the role of feedback in summative assessments?

While summative assessments primarily focus on measuring outcomes, feedback can still be provided to help students understand their strengths and areas for improvement.

How can technology be integrated into summative assessments?

Technology can be used for online testing, digital portfolios, automated grading, and data analysis to enhance the efficiency and effectiveness of summative assessments.

Can summative assessments be customized for different student needs?

Yes, accommodations and modifications can be made to accommodate diverse learning styles, abilities, and special needs.

How do educators use summative assessment data to inform instruction?

Educators analyze assessment data to identify trends, strengths, weaknesses, and areas for instructional improvement in future courses.

What are some considerations for designing effective summative assessments?

Considerations include clear learning objectives, appropriate assessment methods, fair and reliable grading practices, and alignment with curriculum standards.

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What are examples of summative assessments?

What are summative assessments in education.

Summative Assessments are—in simple words—the way educators determine what a student has learned. They are typically tests or cumulative assignments that provide teachers with insights into the overall success of their instructional methods. Summative assessments also reveal if students have or have not mastered the learning targets or standards. Additionally, summative assessments provide school administrators, districts, and other key decision makers with actionable data and insight into how successfully a curriculum or teacher performs.

Summative assessments must be created following specific guidelines, which are outlined in detail below. In brief, summative assessments must provide valid, reliable data points that can be compared across classrooms, across time, and across graders in order to measure student growth and teacher, district, or curriculum efficacy.

What does a summative assessment measure?

Summative assessments measure student learning along with teacher and curriculum effectiveness. Unlike formative assessments , which are often low-stake check-ins, summative assessments are typically high stakes, serving not only as the cumulation of a unit, semester, or school year, but also frequently serving as the key factor in a student’s grade or an administrator’s decision about a teacher or curriculum.

Teachers who incorporate mastery learning into their instructional process rely heavily on summative assessments to measure whether or not a student has mastered the content taught. When they have finished their units, teachers offer a summative—or cumulative—test, project, or essay to determine if students have reached the key learning targets. If a student does not reach a predetermined score (80%, according to most mastery learning models), teachers adjust what content comes next and often provide strategic interventions to provide students with the time needed to truly master the content. In this way, summative assessments can be thought of as formative, in that teachers inform next steps based on summative results.

Why are summative assessments used in education?

Summative assessments are highly valued in education due to the valuable data they provide. Unlike formative assessments, which are typically more subjective and rarely designed to be used across classrooms or schools for comparative purposes, summative assessments are created for validity and reliability.

Validity in summative assessments—or the ability of an assessment to actually measure what it is supposed to measure—ensures that teachers can be confident that students have or have not mastered the key learning objective. Additionally, valid summative assessments mean that educators and administrators are able to trust the summative assessment’s data about whether or not a teacher or curriculum performed as expected. A summative assessment’s validity ensures that decisions are made according to the true learning targets and not some side topic that may have unintentionally found its way into the assessment.

Reliability in summative assessments—or the ability of an assessment to reproduce consistent outcomes across time and setting regardless of grader—ensures that teachers and administrators are making decisions using accurate data, not outlying data. This is especially important in situations where a teacher’s salary or a controversial curriculum hangs in the balance.

Many educators have found that online tools allow them to more effectively gather and analyze data for validity and reliability, and to measure trends over time. Additionally, online tools allow teachers to quickly spot anomalies so they know which students need enrichment or intervention.

How do you write a summative assessment?

Summative assessments must be written according to a few specific guidelines.

First, in order to ensure a summative assessment is valid, teachers must:

• Determine the key learning objectives or standards that they will teach.
• Decide on what format will best showcase whether or not that objective or standard has been met. In some cases, a multiple choice test might work best; in others, teachers may need to choose something more along the lines of an essay or project.
• Ensure that students understand the learning objectives, the method of the summative assessment, and the grading scale or rubric. Students are far more likely to not only perform better on summative assessments but also to engage and take ownership in their learning when they clearly understand what they are being asked to do and why.
• Plan and teach curriculum that closely aligns with the learning objectives and parallels the summative assessment.

Second, in order to ensure a summative assessment is reliable, teachers must:

• Create a comprehensive grading plan—or rubric—to ensure data is consistently and correctly gathered.
• Ensure classroom instruction and curriculum follows the same plan across classrooms or year over year, depending on how the teacher is planning to use the data from the summative assessments.
• Decide on how the summative assessment will be given in order to ensure consistent results across classrooms or time. Does it always need to be given at a specific time of day or of year? Does the classroom need to be set up a certain way? Does the teacher provide specific prompts or help during the assessment?
• Create and execute the summative assessment according to the predetermined guidelines. Many teachers find it helpful to bring their summative assessments to their Professional Learning Communities (PLCs) for help in spotting questions that could take away from the test’s validity or reliability.
• Grade the summative assessment according to the predetermined guidelines. Many teachers find it helpful to bring in “blind graders”—fellow staff or other experts to grade the assessments without any background knowledge of students or classroom instruction.

Third, teachers should take time to analyze the results of their summative assessment. Did students master the learning targets or standards ? Did this unit drive their understanding and comprehension forward? Or will they need intervention and help before moving on to the next unit or goal? Teachers should then make decisions about how to proceed.

Fourth, teachers should report findings to the stakeholders—students, parents, administrators, and the like. Students are far more likely to improve their learning when they receive descriptive feedback—clear, exact descriptions of what a student got right or wrong, and more importantly, why they made certain mistakes and how to correct them.

Finally, many teachers find it valuable to bring the results of their summative assessments back to their PLCs. While there, teachers find support in analyzing data, understanding results, and creating intervention plans .

How do summative assessments fit in with the 5 types of assessment?

There are five foundational types of assessments:

• Diagnostic assessments , or pre-assessment, which teachers use to gauge students’ pre-knowledge and zone of proximal development. These typically occur once at the beginning of a unit.
• Formative assessments , which teachers use to determine where student knowledge is at mid-unit. These typically occur frequently throughout the unit.
• Summative assessments , which teachers use to determine student growth at the end of a unit. These typically occur once at the end of a unit.
• Interim assessments , which districts use to measure specific grades across schools. These typically occur once a year.
• Benchmark assessments , which bigger bodies (e.g. states) use to measure overarching student growth and school effectiveness. These typically occur once a year.

Typically, teachers create their diagnostic assessments to mirror their summative assessments in order to easily compare the results of a summative assessment to its unit’s diagnostic assessment. This allows teachers to quickly and easily see if students grew in the desired knowledge during the unit.

Additionally, many teachers work to align the majority of their formative assessments with their summative assessments. For example, teachers may use questions similar to the questions found on the summative assessments as exit tickets throughout the unit. They do this to tap into the “testing effect” of formative assessments: by allowing students to “test” themselves in a low-stakes environment, they are enabling students to recall up to 67% more of what they’ve learned on the final summative assessment than students would have via other study methods.

While summative assessments are not always interim and benchmark assessments, these two categories would fall under the same umbrella as summative assessments, as both teachers and administrators use interim and benchmark assessments to not only determine what students have learned, but to make decisions about staffing, curriculum, or school success.

While there is no one right summative assessment, it is important that teachers use or create summative assessments that will provide valid, reliable data across classrooms or year over year. For example, many teachers use:

• Curriculum Tests : Although a teacher may tweak the test created by the curriculum here or there to align with their state or district’s learning targets, using the curriculum test provides a large degree of validity and reliability, and teachers can easily use the same test (with the same tweaks) in every class for as long as they use that curriculum.
• Rubrics : It is essential that teachers create strong, detailed rubrics when they choose to use writing assignments or final projects. Although it may take the teacher a few rounds with their Professional Learning Communities (PLCs) and iterations in classrooms, eventually teachers should land on a rubric that they can use year over year for reliable data.
• Multiple Choice Tests : These are perhaps the easiest summative assessments to use in terms of gathering and comparing data. However, it can be easy to create multiple-choice questions that don’t align well with the learning objectives, which compromises the validity of the test. Teachers do well to bring their multiple-choice tests to PLCs to get peer feedback on their summative assessments before bringing them to their class.

Again, it’s important to note that regardless of what type of assessments teachers choose to use, these assessments should be used to gauge student learning and make critical decisions about how to enhance the learning process so students receive the best learning opportunities possible.

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What Is Summative Assessment? (+Types, Examples, Benefits & Strategies)

Author & Editor at ProProfs

Michael Laithangbam is a senior writer & editor at ProProfs with over 12 years of experience in enterprise software and eLearning.

Embarking on the educational journey, we often celebrate the milestones, the moments of reflection and achievement that punctuate our path. Summative Assessments are just that—a culmination of our collective efforts in teaching and learning. 

More than just a final mark, they embody the depth and breadth of understanding that students have garnered over time. As educators, we recognize their profound impact not only on grading but on guiding our teaching strategies and curriculum development. 

This piece delves into the essence of summative assessments, unwrapping their meaning, purpose, significance, and strategies for maximizing their potential. 

Let’s dive in.

What Is Summative Assessment?

Summative assessment is the final check on a student’s or employee’s learning at the end of a unit, semester, course, or training program. It aims to capture everything they have learned, offering a clear picture of their knowledge and skills.

Unlike formative assessments , which help guide learning as it happens, summative assessments are about giving final grades or scores.

They are crucial for understanding how much a learner has learned after a period of teaching, using methods like tests, exams, projects, or presentations to gauge student achievement.

Watch: How to Create an Online Assessment Test

What Is the Purpose of Summative Assessment?

Summative assessments do more than just give out final grades; they have several key roles in education:

• Measure Learning: They check how much students have learned at the end of a teaching period, showing their knowledge and skills.
• Inform Everyone: They provide valuable information to students, parents, and teachers about a student’s progress and the effectiveness of teaching methods.
• Improve Teaching: The results help teachers figure out what works well and what needs changing in their lessons and curriculum.
• Ensure Standards: These assessments help make sure that schools and teachers are doing their job well, keeping education quality high.
• Confirm Understanding: These assessments are often needed for students to move on to the next level of education or to meet job requirements, proving they’ve learned what they were supposed to.

Summative assessments are a key part of education, wrapping up learning periods and ensuring students meet learning goals.

Types & Examples of Summative Assessments

Summative assessments are integral in measuring student learning at the end of an instructional period. Each type is designed to evaluate various skills and knowledge areas comprehensively. Here are several key types:

• Standardized Tests: These are broad assessments designed to gauge proficiency against national or state standards. 

For example, standardized tests might evaluate students’ reading and math skills, providing a comparative analysis of performance across different educational institutions.

• Final Exams : As comprehensive assessments , final exams test a student’s understanding of all course content. In a literature course, a final exam could involve essay questions about themes, character analysis, and critical interpretations of texts, challenging students to integrate and articulate their learning.

Watch: How to Create Online Tests or Exams

• Projects: Projects allow students to apply their knowledge to practical or creative tasks, encouraging problem-solving and innovation. 

A project in a geography class might involve researching and presenting climate change effects in different world regions, showcasing students’ ability to apply geographic concepts to current issues.

• Portfolios: Portfolios are collections of work demonstrating a student’s learning progress and achievements. In disciplines like art or writing, a portfolio could include various pieces that reflect the student’s improvement and mastery over time, coupled with self-reflective commentaries.
• Performances or Presentations: These assessments evaluate the ability to present knowledge or skills publicly. For instance, in a music class, a performance based assessment might involve students performing a piece that demonstrates their technical skills and emotional expression.
• Essays & Written Assignments: This type assesses analytical and writing skills, requiring students to construct well-argued and coherent pieces. An essay in a history class might ask students to compare different causes of a historical event, evaluating their ability to analyze and synthesize information.
• Practical Exams & Lab Work: In subjects that emphasize hands-on skills, such as science or vocational training, practical exams test the application of theoretical knowledge in real-life or laboratory settings. 

A chemistry lab exam, for example, might assess students’ ability to conduct experiments safely and accurately, analyzing results to draw valid conclusions.

• Oral Examinations: This assessment type involves students answering questions orally, providing a dynamic way to gauge understanding, critical thinking, and communication skills. 

Whether conducted in person, through video conferencing tools, or via audio or video responses in an online quiz, oral examinations challenge students to articulate their knowledge spontaneously and coherently. 

This format is particularly useful in language learning , history, or any subject where verbal articulation and reasoning are crucial. It offers educators a direct insight into the student’s thought processes and proficiency in verbal communication.

Watch: How to Create an Audio/Video Response Quiz

These varied summative assessment types enable educators to get a holistic view of student learning, aligning evaluation methods with educational objectives for a comprehensive measurement of student achievement.

How to Create Summative Assessments: Essential Strategies

Creating summative assessments that accurately reflect student learning requires careful planning and strategic design. Here are some key strategies to ensure your assessments are effective:

• Align With Learning Goals 

Every aspect of your summative assessment should directly relate to the learning objectives of your course or unit. This ensures that you’re accurately measuring what you intend to evaluate, whether it’s knowledge, skills, or application.

• Establish Clear Criteria 

For assessments like essays or projects, develop detailed rubrics that outline expectations for every performance level. Clear criteria help maintain objectivity in grading and clarify expectations for students.

• Ensure Fairness and Accessibility 

Design your assessments with all students in mind, including those with special educational needs. Adjust formats, settings, or timing as needed to provide an equitable assessment environment for everyone.

• Incorporate Real-World Connections 

Make assessments relevant by linking them to real-world scenarios or problems. This not only engages students but also shows the practical application of their learning, enhancing the value of the educational experience.

• Test and Refine 

Before finalizing your assessment, conduct a pilot run to test its effectiveness. Seek feedback on clarity, relevance, and level of challenge. Use this input to refine your assessment, ensuring it meets its intended goals.

• Feedback Is Key 

Offer constructive feedback to students after the assessment. Even though summative assessments conclude a learning period, feedback can guide students in their ongoing learning journey, highlighting strengths and areas for growth.

• Diversify Assessment Types 

Incorporate a variety of assessment forms to address different learning styles and skills. Mixing written exams, projects, presentations, and practical evaluations can provide a fuller picture of student understanding and abilities.

? Pro Tip:  

If you’re creating an online quiz for your summative assessment, make sure you have a mix of question types. Also, include interactive formats, such as drag & drop, hotspot, and video response, to make the assessment more engaging.     

Watch: 15+ Question Types for Online Learning & Assessment

Implementing these strategies can help you design summative assessments that are not only comprehensive and aligned with learning objectives but also fair, engaging, and informative for both educators and students.

What Are the Benefits of Summative Assessments?

The thoughtful design and implementation of summative assessments offer numerous benefits that extend beyond the simple measurement of academic achievement. Here are some of the key advantages:

• Clarifies Learning Expectations: Summative assessments provide a clear target for students, outlining what they need to learn and achieve. This helps in focusing their study efforts and enhancing their learning strategies throughout the course.
• Motivates Student Engagement: The knowledge that their understanding will be evaluated at the end of a learning period can motivate students to engage more deeply with the material, attend classes regularly, and participate in learning activities.
• Informs Teaching Practices: The results from summative assessments can offer valuable insights into teaching effectiveness. Educators can use this data to identify areas of the curriculum that may need adjustment, refinement, or enhancement.
• Facilitates Curriculum Development: By highlighting student competencies and gaps in knowledge, summative assessments can guide curriculum developers in making informed decisions about curriculum adjustments, ensuring that educational programs remain relevant and effective.
• Encourages Reflection and Self-Assessment: For students, summative assessments can serve as a mirror reflecting their learning journey, encouraging them to reflect on their progress, identify their strengths, and acknowledge areas needing improvement.
• Validates Educational Quality: Summative assessments, especially standardized tests, can serve as benchmarks of educational quality, providing stakeholders with evidence of the institution’s effectiveness in delivering education.
• Prepares Students for Future Challenges: By mimicking conditions students might face in standardized testing or professional certification exams, summative assessments can prepare students for future academic and career-related challenges, building their test-taking confidence and skills.

Watch: How DMS Boosted Student Scores

The strategic use of summative assessments not only enhances the learning and teaching experience but also contributes to a more informed, motivated, and prepared educational community.

Challenges in Conducting Summative Assessments 

While summative assessments are critical for evaluating student learning, conducting these evaluations comes with its set of challenges. Addressing these effectively is key to ensuring the integrity and effectiveness of the assessment process. Here are some notable challenges:

• Maintaining Academic Integrity: One of the foremost challenges in summative assessments, especially in online settings, is preventing cheating. The shift to digital platforms has necessitated innovative solutions to uphold academic integrity.
• Diverse Learning Needs: Accommodating the varied learning and assessment needs of a diverse student population can be difficult. Assessments must be designed to be fair and accessible to all students, including those with disabilities.
• Assessment Anxiety: High-stakes summative assessments can induce significant anxiety among students, potentially impacting their performance. Creating a supportive assessment environment and providing clear guidance can help alleviate some of this stress.
• Resource and Time Constraints: Designing, administering, and grading summative assessments can be resource-intensive. This is particularly challenging for educators with large classes or multiple teaching commitments.

Addressing Challenges With Online Exam Software

Online exam software like ProProfs Quiz Maker offer innovative solutions to some of these challenges:

• Cheating Prevention: ProProfs Quiz Maker and similar platforms incorporate features like question randomization, timed tests, browser lockdown, and proctoring tools. These exam settings help reduce the likelihood of cheating by making it difficult for students to predict questions, search for answers online, or take the test outside the allotted time.
• Accessibility Features: Online exam maker software typically includes settings to accommodate diverse learning needs, such as text-to-speech, speech-to-text options, and font customization, ensuring that assessments are accessible to students with disabilities.
• Reducing Anxiety: The ability to practice with similar formats and conditions as the actual assessment can help reduce students’ anxiety. Online platforms often allow for practice tests, providing students with feedback and familiarizing them with the assessment environment.
• Efficiency: Automating the administration and grading of assessments can significantly reduce the time and resources required for summative evaluations. 

Online platforms offer automatic grading for objective questions and streamline reporting and student data management, allowing educators to focus more on teaching and less on administrative tasks.

Watch: How to Automate Quiz Scoring & Grading

Additionally, some tools like ProProfs Quiz Maker also offer AI quiz maker capabilities and a rich collection of summative assessment templates , enabling educators to quickly create high-quality, relevant quizzes, further reducing the time and effort required in the assessment process.

Transform Your Approach to Summative Assessments

The journey through summative assessments reveals their undeniable value in education, serving as critical reflections of student learning. However, achieving effective and fair assessments presents challenges, from ensuring equity to managing logistical hurdles.

Enter the realm of technology, where solutions like ProProfs Quiz Maker revolutionize the approach to these challenges. They offer a pathway to not only streamline the assessment process but also enhance its quality, making evaluations more insightful and effective. 

As we move forward, leveraging such tools marks a pivotal step in evolving educational practices to better meet the needs of today’s learners and tomorrow’s leaders.

Frequently Asked Questions

What is a summative assessment also known as?

Summative assessments are often referred to as “final assessments” or “end-of-term evaluations” since they are designed to evaluate student learning at the conclusion of an instructional period.

What are the types of tests in summative assessment?

Types of tests in summative assessment include standardized tests, final exams, projects, portfolios, performances or presentations, essays, and practical or lab work.

What is the difference between formative and summative assessment?

The main difference lies in their purpose and timing. Formative assessments are conducted during the learning process to monitor student progress and inform instruction, focusing on feedback and improvement. Summative assessments occur at the end of a learning period, aiming to evaluate overall student learning and achievement. Read this blog post to learn more about formative vs. summative assessments .

Why is summative assessment better?

Summative assessment isn’t necessarily “better” than formative assessment; rather, it serves a different purpose. It provides a comprehensive overview of student learning and achievement after a defined period, useful for final grading, evaluating curriculum effectiveness, and preparing students for future academic or professional endeavors.

About the author

Michael Laithangbam

Michael Laithangbam is a senior writer & editor at ProProfs with over 12 years of experience in enterprise software and eLearning. His expertise encompasses online training, web-based learning, quizzes & assessments, webinars, course development, LMS, and more. Michael's work has been featured in industry-leading publications such as G2, Software Advice, Capterra, and eLearning Industry. Connect with him on LinkedIn.

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