Formative & Summative Assessment

Formative & Summative Assessment

We use a range of formative and summative strategies to build up an accurate picture of learner’s strengths, gaps and areas for further development.

Summative Assessment

Some assessments are more formal, such as standardised assessments, investigations, projects and end of unit assessments. Summative assessment sums up what a learner has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. The period of time may vary, depending on what the teacher wants to find out. Standardised assessment results are considered alongside other evidence of learner’s progress, when teachers are making professional judgements about progress.

Formative assessment

Formative assessment, like summative assessment, is about gathering information relating to learners’ learning but it is the point at which this information is gathered that makes it different.  Formative assessment focuses on how a child or young person is learning as they undertake the task. Staff are then more able to tune into the learner’s progress, picking up on emerging understandings and difficulties. Formative assessment provides staff with information with which to modify or change the teaching and learning activities in which children and young people are engaged.  Formative assessment describes the interactive process of engagement with learners through which staff gain relevant, up to date information to inform next steps in learning. Formative assessments may be questions, tasks, quizzes or more formal assessments.

High-Quality Assessments

A High-Quality assessment is an assessment that is based on a number of Experiences and Outcomes (Es & Os) from CfE that have already been covered in class or across classes over an extended period of time. There is no set number of Es and Os that need to be covered, and they can be from one organiser, or from across different organisers.

A High-Quality assessment is an opportunity for learners to bring together key learning and skills to carry out the assessment task/s. This could be in the form of a poster, a report, an essay, a talk/discussion, a performance, a problem-solving task etc. It does not have to be a large project that takes an extended period of time to complete, rather it is a chance to showcase what has been learned over an extended period of time. High-Quality assessments are also an opportunity for learners to apply previous learning to new and unfamiliar contexts.

All assessment approaches support staff to make professional judgements about children and young people’s progress within and beyond Curriculum for Excellence and to plan next steps in learning. Assessment should be moderated with colleagues against agreed shared standards.  This will increase the validity and reliability of professional judgement. Verification on its own is not moderation.