Types of Assessments: A Head-to-Head Comparison
What is the difference between formative and interim assessments? This chart provides a guide for distinguishing different kinds of student assessments.
Full Report: Understanding Formative Assessment: A Special Report
Formative learning is the process of teaching students how to set goals for their learning, to identify their growth towards those goals, to evaluate the quality of their work, and to identify strategies to improve.
Formative diagnostic assessment is a process of questioning, testing, or demonstration used to identify how a student is learning, where his strengths and weaknesses lie, and potential strategies to improve that learning. It focuses on individual growth.
Benchmark or interim assessment is a comparison of student understanding or performance against a set of uniform standards within the same school year. It may contain hybrid elements of formative and summative assessments, or a summative test of a smaller section of content, like a unit or semester.
Summative assessment is a comparison of the performance of a student or group of students against a set of uniform standards.
Individual students are measuring themselves against their learning goals, prior work, other students’ work, and/or an objective standard or rubric.
Individual students. The way they answer gives insight into their learning process and how to support it.
Individual students or classes.
The educational environment: Teachers, curricula, education systems, programs, etc.
Ongoing: It may be used to manage a particular long-term project, or be included in everyday lessons. Feedback is immediate or very rapid.
Ongoing: Often as part of a cycle of instruction and feedback over time. Results are immediate or very rapid.
Intermittent: Often at the end of a quarter or semester, or a midpoint of a curricular unit. Results are generally received in enough time to affect instruction in the same school year.
Point in time: Often at the end of a curricular unit or course, or annually at the same time each school year.
To help students identify and internalize their learning goals, reflect on their own understanding and evaluate the quality of their work in relation to their own or objective goals, and identify strategies to improve their work and understanding.
To diagnose problems in students’ understanding or gaps in skills, and to help teachers decide next steps in instruction.
To help educators or administrators track students’ academic trajectory toward long-term goals. Depending on the timing of assessment feedback, this may be used more to inform instruction or to evaluate the quality of the learning environment.
To give an overall description of students’ status and evaluate the effectiveness of the educational environment. Large-scale summative assessment is designed to be brief and uniform, so there is often limited information to diagnose specific problems for students.
Self-evaluation and metacognition, analyzing work of varying qualities, developing one’s own rubric or learning progressions, writing laboratory or other reflective journals, peer review, etc.
Rubrics and written or oral test questions, and observation protocols designed to identify specific problem areas or misconceptions in learning the concept or performing the skill.
Often a condensed form of an annual summative assessment, e.g. a shorter term paper or test. It may be developed by the teacher or school, bought commercially, or be part of a larger state assessment system.
Summative assessments are standardized to make comparisons among students, classes, or schools. This could a single pool of test questions or a common rubric for judging a project.
Vol. 35, Issue 12, Page s3