Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. The list is long, but here are some examples of summative assessments: State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades). Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear. In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. This is especially true for formative assessment.

The terms 'formative' and 'summative' do not have to be difficult, yet the definitions have become confusing in the past few years. The more information we have about students, the clearer the picture we have about achievement or where gaps may occur. In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests.

As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning. One such strategy is student-led conferences. There are many strategies for accomplishing this. Successful middle schools engage students in all aspects of their learning. Sign Up to see what your friends recommend.

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