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The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value.

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

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a midterm exam

a final project

a paper

a senior recital

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Formative helps students to learn and practice while Summative assess student performance.

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Formative Assessment is done throughout the course.

Summative Assessment is done at the end of the instructional period.

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Formative Assessment is used to identify gaps and improve learning.

Summative Assessment collects evidence of a student's knowledge, skill or proficiency.

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Formative Assessment is conducted via approaches that support specific student needs.

Summative Assessment is conducted via exit learning products or a cumulative assessemnt.

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Determine learning targets and outcomes.

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Build assessments to support targets and outcomes.

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Allow students time to delve into assignments.

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Assess the tasks and provide targeted feedback.

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Plan future instructional tools to support students.

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The 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.

Formative assessments are generally low stakes, which means that they have low or no point value.

More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately.

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It is often a tacit process.

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It relies on student disclosure.

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It uses professional knowledge and experiences.

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It is an integral part of teaching and learning.

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It is done by teachers and students.

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It is a highly contextualized process.

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It involves the management of dilemmas.

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https://link.springer.com/chapter/10.1007/0-306-47227-9_4

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To make instructional decisions.

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To monitor student progress.

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Clarifying, sharing, and understanding what students are expected to know.

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Creating effective classroom discussions, questions, activities, and tasks that offer the right type of evidence of how students are progressing to the espoused learning goals.

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Providing feedback that moves learning forward.

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Encouraging students that moves learning forward.

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Using students as learning resources for one another.

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Formative Assessment produces greater increase in student achievement and is cheaper than other efforts to boost achievement, including reducing class sizes and and increasing teachers' content knowledge.

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Formative Assessment that occurs within and between instructional units (medium-cycle assessments) as well as within and between lessons (short-cycle assessment) has been shown to improve students' achievement.

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https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Strategies-for-Formative-Assessment/

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https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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Formative Assessment across marking periods, quarters, semesters, or years has not been shown to improve student's achievement.

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In classrooms where short- and medium-cycle formative assessment was used, teachers reported greater professional satisfaction and increased student engagement in learning.

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https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Benefits-of-Formative-Assessment/

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draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

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https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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http://nvsd44curriculumhub.ca/assessment/principle-3/