A presentation on assessment was done as a part of teacher training at CRMEF Inzegane ,Morocco

1. Teacher Trainee : Mahdi Bouguerine Teacher Trainer : Mr. Ayad Chraa
2020/2021

2. OUTLINE
•FORMATIVE AND SUMMATIVE EVALUATION AS TYPES OF ASSESSMENT
• Formative assessment
• Summative assessment
•CHARACTERISTICS OF FORMATIVE AND SUMMATIVE ASSESSMENT

3. FORMATIVE AND SUMMATIVE EVALUATION
•Formative and summative assessment are interconnected. they seldom
stand alone in construction or effect.
•The vast majority of genuine formative assessment is informal, with
interactive and timely feedback and response.
•It is widely and empirically argued that formative assessment has the
greatest impact on learning and achievement.

4. Formative v. Summative Assessments
Formative Summative
 Assessment FOR learning
 Planned and used during
instruction
 Use to adjust instruction /
snapshot of learning /
address misconceptions
 Assessment OF learning
 After instruction
 Use to evaluate for
accountability / provides a
grade for students

6. FORMATIVE ASSESSMENT
• Assessment for learning
• Taken at varying intervals throughout a course to provide
information and feedback that will help improve:
✓ The quality of student learning
✓ The quality of the course itself

7. Formative assessments from different points of view:
•Formative assessment refers to the frequent, interactive assessment of
student progress to identify learning needs and shape teaching
(OECD,2005)
• It is a planned process in which the teacher or students use
assessment-based evidence to adjust ongoing learning and
instructions.
(Popham,2011)

8. formative assessment can be defined more
specifically as:
•“All those activities undertaken by teachers, and by their students in
assessing themselves, which provide information to be used as
feedback to modify the teaching and learning activities in which they
are engaged”
(BLACK & WILLIAM,1998)

9. Research says that…
Formative Assessment
 Improves student achievement/attitude/motivation
 Allows students show their level of understanding as learning progresses
 Helps academically challenged/struggling students to perform better
 Gives instructors the information they need to determine what concepts
should be re-taught and who is ready to advance

10. Formative assessment can occur :
•DURING INSTRUCTION;
•BETWEEN LESSONS; AND
•BETWEEN UNITS
Most formative assessments occur during instruction.
(William & Leahy, 2007)

12. SUMMATIVE ASSESSMENT
➢ASSESSMENT OF LEARNING
➢Generally taken by learners at the end of a unit or
semester to demonstrate the "sum" of what they have or
have not learned.

13. Summative Assessment can be defined as :
1. A PROCESS THAT CONCERNS FINAL EVALUATION TO ASK
IF THE PROJECT OR PROGRAM MET ITS GOALS.
2. Summary of evidences indicate extent of learning
achievements which can classify or for certification
or giving of honors/awards.

14. Summative Assessment…
✓should reflect formative assessments.
✓Should match material taught.
✓Should align with instructional/curricular outcomes.
✓May determine student’s exit achievement.
✓Is tied to a final decision, grade or report.

16. Characteristics Formative Summative
PURPOSE To provide ongoing
feedback and
adjustment to
instruction
To document
student learning at
the end of an
instructional
segment.
WHEN CONDUCTED During instruction
and after instruction
After instruction
STUDENT INVOLVEMENT Encouraged Discouraged
STUDENT MOTIVATION Intrinsic, mastery-
oriented
Extrinsic,
performance-
oriented

17. characteristics formative summative
TEACHER ROLE To provide
immediate,
specific feedback
and instructional
correctives.
To measure
student
achievement and
give grades.
LEARNING
EMPHASIZED
Deep
understanding,
application, and
reasoning
Knowledge and
comprehension
LEVEL OF SPECIFICITY Highly specific and
individual
General and group
oriented
STRUCTURE Flexible, adaptable Rigid, highly
structured

18. Characteristics Formative Summative
IMPACT ON LEARNING Strong, positive, long-
lasting
Weak
McMillan (2007)

19. REFERENCES
•ASSESSMENT OF LEARNING 2: OUTCOME-BASED EDUCATION
TEXTBOOK
AUTHOR: RONAN M. CAJIGAL, AND MARIA LEFLOR D. MANTUANO
•EBERLY CENTER – TEACHING EXCELLENCE & EDUCATIONAL
INNOVATION (CARNEGIE MELLON UNUVERSITY)
RETRIEVED FROM:
HTTPS://WWW.CMU.EDU/TEACHING/ASSESSMENT/BASICS/FORMATIVE-
SUMMATIVE.HTML