Formative And Summative Assessment In The Learning Process

Any endeavor into learning and teaching must consider a method to determine if the body of knowledge or skills are in fact learned. More importantly, can that body of knowledge or skills be applied in realistic fashions to diverse scenarios across content areas. A variety of assessment methods provide a structure for identifying and comparing that which is learned and are found in every definition of education. In the current landscape of formal education, standardized summative assessments “lack alignment and authenticity, yet ... remain the dominant force driving education systems (Clarke-Midura, Dede, 2010). Through the use of digital portfolios that include multiple review perspectives, and structures that support learner reflection, assessment can be both authentic and manageable on a large scale.

Role of Assessment in Learning Process

Assessments and evaluations have long been a component of the learning process for students at the individual, state and national level. Without feedback, learning would be like drinking from a fire hydrant and in general unsuccessful. While there are many forms of assessment, feedback, and evaluations, we will look specifically at formative and summative assessment from the perspectives of individuals, peers, and instructors with the purpose of providing insight into methodologies that serve both the purpose of standardized assessment while having a positive impact within the individual learning process.

Common Forms of Assessment

Two significant categories of assessment are widespread within learning environments, formative and summative assessment (Kennedy et al. 2008). Summative assessment occurs at the end of learning and tests the knowledge gained over the entirety of a un...

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Barriers and Areas for Further Research

This method of assessment is not without difficulty though. Consistent in the research surveyed indicated that successful use of is dependent on teacher support in the implementation phase as well as clear and simple methods for managing and quantifying student work. Further research into the impact of individual teacher ability, and opinions on digital portfolios as a valid assessment tool are critical. Additionally, identifying the qualities and constructs of institutions that successfully implement quality adoption are required before presenting methods for ubiquitous use of digital portfolios as an assessment tool in place of high stakes standardized testing. Newhouse identified the need of support for implementation and adherence to expectation of adoption but offered no insights into how to accomplish that (2011).