Formative and Summative Assessments
Formative and summative assessments are forms of educational evaluations that are most commonly used to enhance learning performance levels, though they have distinct features. Formative assessments and techniques are founded on principles that provide both the teachers and the students with sufficient information necessary for improving and enhancing the learning process while it is happening (Dixson, "Worrell, 2016). The main aim of integrating formative assessments to students if to monitor their learning progress by presenting information in an expedient mode. This makes it possible for the teachers and the students to quickly respond to the areas that require improvements. Formative assessments technique is designed to provide the students with feedback (Dixson, "Worrell, 2016).
Summative Assessments
Summative assessments are used in the learning process with the aim of evaluating the student learning level at the end of a course or unit. Therefore, unlike formative assessments that may be administered to students several times within a unit or a course, summative assessments occur a limited number of times within an academic year (Dixson, "Worrell, 2016). The main aim of conducting summative assessments in a learning environment is to determine and quantify the efficiency of learning standards. Summative assessments are designed to emphasize a specific grade, while formative assessments emphasize on feedback (Dixson, "Worrell, 2016).
Benefits of Formative Assessments
The use of formative assessments by teachers in classrooms guarantees better preparation for meeting the diverse student’s needs by differentiating and adapting of teaching to improve the levels of student performance. The underlying ideologies of formative assessment could be integrated at the school and policy levels to ascertain those areas that need to be improved and promoting effective and practical cultures of evaluation within the education system. Formative assessments are an effective approach to building student’s skills at self-assessment and peer-assessment because it facilitates the development of learning strategies (Stabile, 2017).
References
Dixson, D. D., " Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159.
Stabile, C. (2017). Discovering the great teacher in you: A guide to mindset and practice. Port Saint Lucie, FL: Woodbridge Learning Press.
