Outline the major distinctions between formative (assessment FOR learning) and summative (assessment OF learning) assessment strategies. Explain when and why a teacher might use such concepts in order to provide effective instruction

Question

What will be an ideal response?

Answer 1

The distinction between formative and summative assessment is noted on pages 507-
510.
Formative assessments are conducted on an almost continual basis by teachers through such methods as quizzes, homework, in-class worksheets, oral reading, responses to teacher questions, and behavioral observation. The purpose of formative assessments is to monitor students' progress and, if necessary, use additional instructional tactics to improve student learning. It is necessary, especially with younger students, to be sure that basic skills are being acquired and that students are keeping up with the pace of instruction. This is why formative assessment is often called assessment FOR learning.
Summative assessment is a one-time event that occurs at the end of a unit of instruction. The purpose of summative assessment is to determine, in the end, whether students achieved the teacher's instructional objectives. Summative assessments sum up how well students have achieved over time and across tasks. These evaluations are then used to assign grades.
Teachers use both formative and summative assessments of their students. It is necessary to know students' strengths and weaknesses in order to plan instructional activities that are appropriate, given the students' current levels of achievement. Without monitoring their progress, teachers cannot know whether instruction is effective or whether certain students might need other types of instruction. Summative assessments allow teachers to determine when instructional goals have been met and to assign grades.