Summative assessment
When exploring assessment types, the two most common are that of formative and summative assessment. Hargreaves (2010) suggests, that assessment can also be viewed for the types purpose. He believed that assessment is divided into two parts: assessment as ‘measurement’ and assessment as ‘inquiry’. This NEN Explain will focus on assessment as measurement or, more commonly referred to as summative assessment or assessment of learning.
Origins of the term
Before exploring what summative assessment is and the aspects and features that make it one of the most popular types of assessment, it is important to delve into the roots of this concept and understand the origins of the term itself.
The term “summative assessment” has undergone two stages to reach its current form. The first stage and the original term, known as the summative evaluation, was coined by Scriven. Man Sze Lau (2015) states that summative evaluation, as described by Scriven, was not intended to assess, monitor or track the learning of individuals or support them in their learning journey by identifying areas of strengths and limitations. Summative evaluation was intended, in Scriven’s view, to review, monitor and track educational programmes, courses and classes for the effectiveness of their curriculum, content material and delivery methods in relaying content-specific knowledge.
The term “summative evaluation” did not gain widespread recognition until Bloom developed the theory behind it. This marked the second stage in the evolution of the term, with Bloom recognising the potential benefits of summative evaluation in supporting the knowledge, skills, and behaviours of individuals. As a result, incorporated it into his Taxonomy of Learning theory.
During the second stage of the term’s evolution, Bloom made a significant shift in focus. He redirected the concept of summative evaluation from evaluating programs and their effectiveness to assessing students. This shift redefined the understanding of assessment, marking a new era in the field of education.
Bloom’s contributions to the concept of formative evaluation extended beyond refining its definition and intended use. He also adapted the term itself, replacing “evaluation” with “assessment”, which remains the current iteration of the phrase in use today. As such, Bloom’s work has left a lasting legacy in the field of assessment, helping to shape our understanding of how to best support individual learning and development.
An overview of summative assessment?
Summative assessment is a type of evaluation used in education to measure a student’s overall understanding of a subject or course at the end of a specific period, such as a semester or academic year. This assessment typically takes the form of a final exam, project or assignment, and as Man Sze Lau (2015) states, it is designed to judge, grade and measure an individual ability to apply the knowledge and skills they have learned throughout the course.
The purpose of summative assessment is to provide a comprehensive evaluation and overview of an individual’s performance and to determine whether they have achieved the learning objectives and outcomes set out for the course, programme or module studied. This type of assessment is also used to determine whether an individual has successfully completed and attained a certain level of proficiency in a particular subject by gaining the required knowledge, skills and understanding.
In addition to evaluating individual performance, summative assessment’s significance extends beyond just that. It also enables educators to evaluate the effectiveness of their teaching approaches, curriculum and delivered content. This is achieved through the use of standardised data, which allows for comparisons to be made between internal and external participants who are all undergoing the same educational and assessment experience. By analysing this data, educators can identify areas of improvement and modify their teaching strategies to enhance the learning experience for future students.
Key aspect of summative assessment
Summative assessment, or as it is also known as Assessment of Learning, is, in some perspectives, the opposite of formative assessment. One reason is that unlike formative assessment, which focuses on the learning yet to come, summative assessment assesses the learning that has already occurred, be gained or learned. However, summative and formative assessment are more like two sides of the same coin, each focusing on a different aspect of assessment but sharing the same overarching goal of supporting the development of an individual educational journey.
Summative assessment serves as an endpoint evaluation that enables educators or educational settings to assess an individual’s development of essential and required knowledge, skills, and behaviours and make informed decisions about the individual’s academic progress and development. It plays a significant role in providing the necessary data required or desired to gauge the progress of the learning process and ensure that the individual has achieved the expected outcomes.
Another feature of summative assessment is that the feedback that an individual receives is typically less focused towards developmental practice and more centred on the endpoint outcomes. Consequently, the feedback provided tends to be evaluative and, in some cases, non-existent. This is due to the primary objective being the assessment of the quality, depth, and breadth of the knowledge, skills, and understanding that have already been acquired rather than to support future learning. Summative assessments are designed to gauge a student’s overall comprehension and proficiency level in a particular subject rather than to provide guidance or assistance in areas where they may need improvement.
Types of summative assessment
When considering summative assessment, there are two main categories to explore: large-scale summative assessment and localised summative assessment. Each of these categories offers unique assessment methods, purposes, and benefits.
The first category of summative assessment, and one that often is thought of when discussing summative assessment, is large-scale assessment. This type of assessment involves conducting a nationwide or regional assessment with a significant number of participants. These assessments are often standardised and can be used to compare the performance of students across different regions or even countries. This allows for a broad range of data to be collected, analysed, and ultimately used to make informed decisions about education, progress and the quality of provision.
Within the United Kingdom, the National Assessment framework mandates the use of large-scale summative assessments, such as the Standardised Assessment Tests (SAT) in England. When it comes to undertaking large-scale summative assessments, there is often a limited amount of benefit for individuals who complete them. This is because the data collected is typically only used to compare the overall success of a particular program, cohort, or school.
While the benefits of summative assessment may be limited for the individual undergoing the assessment, there are advantages to be gained for the educator or educational institution conducting the assessment. This is due to the standardised nature of the assessment process, which provides a consistent and reliable measure of the knowledge, skills, and understanding being assessed. Additionally, the quality assurance procedures inherent in summative assessment ensure that the results are accurate and meaningful, allowing for comparisons to be made with the assessment data.
The second category of summative assessment is that of localised assessments. When viewed at a localised level, summative assessments are often less standardised than their large-scale counterparts. This is because they take into consideration the dynamics of the educational setting, as well as the cohort of individuals that are undertaking them. Meaning that the assessments are more tailored to the specific educational setting in which they are being carried out. However, while they are less standardised compared to large-scale summative assessments, they are still more standardised than formative assessments.
In schools, classrooms, and with individual students, localised summative assessments are frequently used to prepare for larger-scale assessments. These assessments can take the form of quizzes, specific curriculum tests, or produced work intended for assessment. According to Man Sze Lau (2015), well-designed summative assessments can have a positive impact on student learning and help reinforce necessary knowledge, skills, and understanding.
References
Hargreaves, E,. (2010). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education. 35 (2).
Man Sze Lau, A,. (2015) ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. Journal of Further and Higher Education. 40 (4). 509-525.
Nottingham Education Network 