The document outlines the concepts of summative and formative assessments in education, detailing their definitions, purposes, and the roles of teachers and students. Summative assessment evaluates student learning at the end of an instructional period, focusing on the final product, while formative assessment is an ongoing process aimed at providing feedback to improve learning and instruction. Examples of each type of assessment are also provided, along with references for further reading.

1. Trainee: Soukaina BOUALI Supervised by : Mr. Ayad CHRAA
Centre Regional des
Metiers d’Education et
de Formation-CRMEF
inzegane, Morocco
Department of English
Module : Testing & Assessment

4. OUTLINE
What is assessment?
Types of assessment
 Summative
 Formative
Summative assessment
 Definition
 Uses for summative assessment
 Teacher’s role
 Student’s role
 Examples of summative
assessment
Formative assessment
01
02
03
04
 Definition
 Uses for formative
assessment
 Teacher’s role
 Student’s role
 Examples of formative
assessment
05 Summative VS formative
assessment

5.  Assessment is a wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress,
skill acquisition, or educational needs of students.

6. 1) Summative Assessment:
2) Formative assessment:

8. 01

9.  It is product-oriented and is often referred to as ‘Assessment
of Learning’. It is used to measure students learning progress
and achievement at the end of a specific instructional period.
 It “sums up” what the class can now do or knows as a result
of the teacher’s instruction.
 With summative assessment, students are evaluated upon
completion of the work and the focus is on the final product.

10.  It is useful for teachers in how they determine where their students are at, in terms
of whether or not standards are being met.
 Summative assessment also helps with curriculum and school improvement.
 It is used to determine learning progress and achievement, evaluate the
effectiveness of educational programs, measure progress toward improvement
goals, or make course-placement decisions, among other possible applications.
 to determine whether and to what degree students have learned the material they
have been taught.

11. - Teachers have the responsibility of reporting student learning accurately and fairly.
Effective assessment of learning requires that teachers provide:
- A rationale for undertaking a particular assessment of learning at a particular point of time.
- Clear descriptions of the intended learning.
- Processes that make it possible for students to demonstrate their competence and skill.
- A range of alternative mechanisms for assessing the same outcomes.
- Descriptions of the assessment process.

12. Student’s role
 Study to meet standards.
 Take the tests.
 Strive for highest score possible.
 Avoid failure.

13. - End-of-term exams
- Final project or creative portfolio.
- End-of-unit or chapter tests.
- Standardized Tests
- Final Reports
- Achievement Tests
- Final Presentations
- Mid-Term Examinations

15.  It is process-oriented and is also referred to as ‘assessment for Learning’. It is an
ongoing process to monitor learning, the aim of which is to provide feedback to
improve teachers instruction methods and improve students learning.
 The goal of formative assessment is to gather feedback that can be used by the
instructor and the students to guide improvements in the ongoing teaching and
learning context.
 The primary objective of formative assessment is to enhance the understanding
and competencies of students. Also, it gives a fair idea about the student’s needs
and progress.

16.  Formative assessment provides feedback to students throughout their time working on
certain material.
 It can help teachers to notice if instructions or techniques need to be modified throughout
a lesson.
 This type of assessment gives students constructive guidance to help them improve their
work, and/or methods for learning.
 It encourages students to self-assess their own work, which is a helpful skill that can be
used throughout their time as a student, and when they enter their career field.

17. “Assessment for learning occurs throughout the learning process.”
 It is interactive, with teachers:
• Aligning instruction.
• Identifying particular learning needs of students or groups.
• Selecting and adapting materials and resources.
• Creating differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning.
• Providing immediate feedback and direction to students.

18. Student’s role
 Strive to understand the target language.
 Act on classroom assessment
 Encourage success.

19. A formative assessment is often conducted in the
form of various fun and interactive activities. Such
activities engage students and induce learning, for
instance:
- Classroom Discussions
- Group Activities
- Homework Assignments
- Surveys, and Quizzes
- Reflection
- Writing Assignment
- Class Presentations
- Educational Games

23. Task 1:

26. References:
Black, Paul & Wiliam, Dylan. (2009). Developing the theory of formative assessment.
Educational Assessment Evaluation and Accountability. 21. 5-31.10.1007/s11092-008-
9068-5.
McMillan, J. H. (Ed.). (2007). Formative classroom assessment. New York: Teachers
College Press.
Black, P., & Wiliam, D. ( 1998a). Assessment and classroom learning. Assessment in
Education, 5(1), 7-74.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi
Delta Kappan, 89(2).