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)

This article explores how early formative feedback on drafts of written assignments in a first-year course led to higher grades on the final assignment and better overall learning by students. It shows how implementing an early intervention program to provide students with feedback while they are still working on an assignment can be very helpful to their performance on the assignment.

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)