summative

assessment
Prepared by:
Love Joy L. Amargo
BSEd- 4A
WHATS INSIDE?

Definition of
Summative Assessment
Formative vs.
Summative Assessment
\Examples
Advantages and
Disadvantages
 SUMMATIVE ASSESSMENT

refers to the assessment of participants, and

summarizes their development at a particular
time.
used to evaluate student learning, skill
acquisition, and academic achievement at the
conclusion of a defined instructional
periodtypically at the end of a project, unit,
course, semester, program, or school year.
Formative vs.
Summative
 Formative:
When the cook tastes the soup.

Summative:
When the customer tastes the
soup.
 Formative Assessment
Assessment for learning
Focuses on the process
Monitor student learning to provide
ongoing feedbacks that can be used
by instructors to improve their
teaching and by the students to
improve their learning
Helps to identify students strengths
and weaknesses and target areas that
need work.
Help faculties recognize where
students are struggling and address
problems immediately.
Foster development and
improvement within an on-going
activity
Low stakes low or no point value
Summative Assessment
Assessment of learning
Focuses on the outcome
provide teachers and students with
information about the attainment
of knowledge
The goal is to evaluate student
learning at the end of an
instructional unit by comparing it
against some sort of standard or
benchmark
Assess whether the results of the
object being evaluated met the
stated goals.
High stakes or high point value
EXAMPLES
Examples of Formative Examples of
Assessment Summative Assessment

Final projects (Portfolio, Research

Projects and paper, Travelogue)

performances Chapter and Unit tests

Writing assignments Semester tests ( midterm and final
tests)

Tests and quizzes Standardized tests

Asking questions College admissions test (
CFAT )

End-of-course evaluation
(Advanced Placement or International
Baccalaureate exams ).
PROS AND CONS OF
SUMMATIVE
ASSESSMENT
 PROS OF S.A CONS OF S.A
used to determine whether
and to what degree students not always the most accurate
have learned the lesson they reflection of learning.
have been taught;
they do nothing to identify
generally evaluative, rather and remedy instructional
than diagnostici.e., they
are more appropriately used problems before they
to determine learning become critical.
progress and achievement;
having one big test makes
evaluate the effectiveness of everyone anxious, and is
educational programs;
disruptive to school life.
measure progress toward
improvement goals;
make course-placement
decisions, among other
possible applications.
Thank you