Balancing Formative and Summative Assessment

There is a balance between summative and formative assessment processes and also some degree of separation between grades and feedback distribution

Not all assessment activities have to be graded. Short learning activities/questions (for individuals or groups) requiring a response can provide valuable practice opportunities and also feedback on students’ levels of comprehension.

Examples:

Formative Assessment in Large and Small Science Courses (Interview with Dr. Jason Donev)

Assisting transition to university: using assessment as a formative learning tool: Ron Fisher, Jillian Cavanagh and Angela Bowles (2009)

Literature:

Sustainable assessment: Rethinking assessment for the learning society: David Boud (2000)

Aligning assessment with long-term learning: David Boud and Nancy Falchikov (2006)

Core principles of effective assessment: R. James, C. McInnis, and M. Devlin (2002)