• help students better identify their strengths and weaknesses
• locate knowledge gaps or target areas that students need improvement in
• allow teachers to recognize opportunities to revise and modify their instructional methods to be more useful
• provide faculty with information that can transformed into actionable student feedback

_{What is the difference between formative and summative assessment? (n.d). Eberly Center. Carnegie Mellon University. Retrieved October 23, 2021 from}

• Analyze Student Work
• Round Robin Charts
• Strategic Questioning
• 3-Way Summaries
• Think-Pair-Share
• 3-2-1 Countdown
• Classroom Polls
• Exit Tickets
• One-Minute Papers
• Creative Extension Projects

• Entry and Exit Slips
• Low-Stakes Quizzes and Polls
• Dipsticks
• Interview Assessments
• Art-Related Activities
• Find the Mistakes/Errors
• Self Assessment

• They are used to determine whether students have learned what they were expected to learn.
• They are generally evaluative, meaning that summative assessments are used to determine students' learning progress and achievement.
• They are recorded as scores or grades that are factored into students' permanent academic record.

• Chapter tests at the end of a unit
• Exams at the end of the semester
• Standardized tests

• evaluate students after learning
• rank and grade assignments
• evaluate students' achievements
• compare through standardized testing
• focus on results
• cover the entire course

• standardized tests
• final reports, projects or presentations
• end of unit / chapter tests
• achievement tests
• midterm and final exams

1. They indicate a student's prior knowledge of the material.
2. They help assess the learning that has occurred during a learning session.
3. They assist teachers in adjusting lesson content and classroom activities to be more beneficial.
4. They make the learning process more effective by concentrating on specific information that needs to better explained or mastered.
5. They help students better understand the objective of a lesson or section of the course.
6. They can reveal the gaps in students' critical thinking or reasoning about the matter being taught.
7. They might inspire students to actively seek answers.
8. They demonstrate the commitment that their teacher has for them in learning content successfully.

• Pre and post-tests
• Self-assessments
• Discussion board responses 
• Entry/Exit tickets
• Interviews
• Observations Polling

• Complex
• Authentic
• Process/product-oriented
• Open-ended
• Time-bound

1. They creating personalized opportunities for students to have choice in the learning process. This often leads to higher levels of engagement and motivation as well.
2. Performance assessments can be integrated into other forms to provide added tracking for students' academic progress.
3. This assessment type lends itself well to longer, more complex projects that allow students to demonstrate a wide range of skills.
4. These are a great way to measure knowledge application with content that can be difficult to do (ex: collaboration, communication, problem solving).

• Aligns to learning targets and 21st century skills
• Is open-ended and relevant to the real world
• Requires application & transfer of learning
• Is fair & culturally responsive
• Outlines clear criteria for success
• Results in original products or solutions

1. Presentations - have the students give a presentation or report where they are able to create their own visual aids using a tool of their choosing.
2. Portfolios - collect the work that students have created over a period of time to allow for the opportunity for self reflection throughout the year.
3. Performances - students can perform or provide their own creative response to a topic through their own form of expression.
4. Projects (PBL) - allow students the opportunity to apply various elements of a topic through various stages of a project (group or individual). 
5. Exhibits and Fairs - give students an in-depth look at a product or process by developing their own exhibit or display.
6. Debates - teach students about giving and receiving unique opinions through gathering research, forming a stance, and arguing their case.

• IQ /EQ test
• Developmental-screening test to identify learning disabilities in young children
• Test to determine a young child's readiness for preschool or kindergarten
• Test to evaluate basic reading, writing and math skills
• SAT or ACT exam

• high and reliable test quality
• standardized procedures
• meaningful information about average performance
• facilitation of making decisions on educational needs
• determination of standards for student progress
• identification of student risk for failure

• measures a small part of a subject and a minor section of human abilities
• focuses too much on memorization and routine procedures, leaving out critical thinking and reasoning
• has only multiple-choice or short answer questions
• causes academic expectations to be lower for students how have low scores

• provides scores to measure progress
• gives specific information on skills and sub-skills the students understand
• provides information on the skills the students have not yet mastered
• helps to determine what type of specifically designed instructions students need

• Advanced Placement exams
• National Assessment of Educational Progress