Formative AssessmentVersion en ligne Match the characteristics to Formative and Summative Assessments par Frank Vollkommer 1 Formative Assessment 2 Summative Assessment To improve learning and achievement Carried out while learning is in progress—day to day, minute by minute Focused on the learning process and the learning progress Viewed as an integral part of the teaching-learning process Collaborative—Teachers and students know where they are headed, understand the learning needs, and use assessment information as feedback to guide and adapt what they do to meet those needs. Fluid—An ongoing process influenced by student need and teacher feedback Teachers and students adopt the role of intentional learners. Teachers and students use the evidence they gather to make adjustments for continuous improvement. To measure or audit attainment Carried out from time to time to create snapshots of what has happened Focused on the products of learning Viewed as something separate, an activity performed after the teaching-learning cycle Teacher-directed—Teachers assign what the students must do and then evaluate how well they complete the assignment Rigid—An unchanging measure of what the student achieved Teachers adopt the role of auditors and students assume the role of the audited Teachers use the results to make final "success or failure" decisions about a relatively fixed set of instructional activities
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