Formative and summative assessments serve different purposes in mathematics education and contribute to student learning in distinct ways.
Formative Assessment
Definition: Formative assessment refers to a range of assessment procedures utilized during the learning process to monitor student understanding and provide ongoing feedback. These assessments are typically informal and can include quizzes, classroom discussions, observational assessments, peer reviews, and other interactive methods that allow educators to adapt instruction based on student needs (Black & Wiliam, 1998).
Purpose: The primary purpose of formative assessment is to inform both teachers and students about current levels of understanding, guiding instructional decisions and fostering a learning environment that supports continuous improvement.
Benefits:
- Ongoing Feedback: Provides immediate feedback that helps students identify their strengths and areas needing improvement (Hattie & Timperley, 2007).
- Adaptation of Instruction: Allows teachers to modify their instruction based on student needs, ensuring that teaching methods align with student understanding (Gikandi, Morrow, & Davis, 2011).
- Engagement and Motivation: By involving students in the assessment process, formative assessment can increase engagement and motivation, as students become active participants in their learning journey (Sadler, 1989).
Summative Assessment
Definition: Summative assessment, on the other hand, is typically given at the end of an instructional unit to evaluate the overall learning of students. This could include end-of-term exams, standardized tests, or final projects (Gordon, 2015).
Purpose: The main goal of summative assessment is to evaluate student learning against a benchmark or standard, summarizing what students have learned over a particular period or unit.
Features:
- Performance Evaluation: Summative assessments often carry significant weight in terms of grading, providing a comprehensive overview of student performance and achievement (Stiggins, 2005).
- Retention Measurement: They help determine the extent to which students have retained the material covered (Gordon, 2015).
Supporting Ongoing Student Learning
Formative assessment practices can greatly enhance student learning and understanding of mathematical concepts in several ways:
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Diagnostic Information: Formative assessments can uncover misconceptions or gaps in knowledge early in the instructional process, allowing teachers to address these issues before they become entrenched (Panadero & Jonsson, 2013).
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Encouraging Metacognition: Through self-assessment opportunities, students can develop metacognitive skills by critically reflecting on their own learning processes and outcomes (Baker, 2011).
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Collaborative Learning: Incorporating peer assessments promotes collaboration among students, encouraging them to engage with their classmates' thinking processes, which can enhance their own understanding of complex mathematical concepts (Vygotsky, 1978).
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Increased Autonomy: Formative assessments often empower students by giving them ownership over their learning, allowing them to set goals and monitor their progress, which can lead to greater investment in their own education (Nicol & Macfarlane-Dick, 2006).
Conclusion
In summary, while both formative and summative assessments play crucial roles in education, formative assessments are particularly effective in promoting ongoing learning and understanding in mathematics by providing timely feedback, informing instructional adjustments, and fostering student engagement.
References
Baker, E. L. (2011). Metacognitive skill development in classroom assessments. Educational Assessment, 16(2), 69-77.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2338-2351.
Gordon, B. (2015). Summative assessment: A definition and overview. Assessment in Education: Principles, Policy & Practice, 22(4), 475-487.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Panadero, E., & Jonsson, A. (2013). The use of self-assessment and peer-assessment in higher education: A review of the research. Assessment & Evaluation in Higher Education, 38(6), 332-348.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Mid-continent Research for Education and Learning.
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.