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Formative and Summative Evaluation Techniques for Improvement of Learning
Process
Article · June 2019
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European Journal of Business &
Social Sciences
ISSN: 2235-767X
Volume 07 Issue 05
May 2019
Available at https://ejbss.org/
Formative and Summative Evaluation Techniques for
Improvement of Learning Process
BILAL AHMAD BAHT
Ph .D Research Scholar, School of Education and Behavioral Sciences, University of Kashmir, Kashmir
India
Email ID: - bhatbilal.scholar@kashmiruniversity.net
Contact number: - 9797904454, 9697417335
GH JEELANI BHAT
Ph .D Research Scholar, School of Education and Behavioral Sciences, Central University of Kashmir,
Kashmir India Email ID: - bhatjeelani72@gmail.com
ABSTRACT
Evaluation is an educational program that aims to measure all three areas of cognitive, affective
and psychomotor learning. To reach a final conclusion, process as well as product is evaluated.
The evaluation results are always expressed in terms of the person being evaluated as per
behavioral changes. Formative assessment is a range of formal and informal assessment
procedures conducted by teachers during the learning process in order to modify teaching and
learning activities to improve student attainment. It typically involves qualitative feedback for
both student and teacher that focus on the details of content and performance. Summative
evaluation refers to the assessment of participants where the focus is on the outcome of a
program. Summative assessments are used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined instructional period typically at the end of
a project, unit, course, semester, program, or school year. The purpose of this paper is to
highlight the effect of formative and summative techniques of evaluation on the behavior of
students on one hand, also testifies the teaching of the teacher on the other. The present paper
has been written keeping in mind our evaluation system. This paper can be used to know the
strengths and weaknesses of our evaluation system and to take measures for further
improvement.
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Key words: - Formative technique of evaluation, Summative technique of evaluation, etc.
1.0 INTRODUCTION
Successful schools engage students in all aspects of their learning. There are many strategies for
accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator,
how do you ensure that the information shared in a student-led conference provides a balanced picture of
the student's strengths and weaknesses? The answer to this is to balance both summative and formative
classroom assessment practices and information gathering about student learning.
Assessment is a huge topic that encompasses everything from statewide accountability tests to district
benchmark or interim tests to everyday classroom tests. In order to grapple with what seems to be an over
use of testing, educators should frame their view of testing as assessment and that assessment is
information. The more information we have about students, the clearer the picture we have about
achievement or where gaps may occur. Formative and summative evaluation tells where a student is
standing on the way to his destination of learning, how much he is ahead or behind his classmates, to
what extent the behavioral changes occurred in him are acceptable, how far he can apply his present
acquired knowledge to his future life or learning situations, at what point he is facing any difficulty and
why and so on. Thus, evaluation here works like the diagnostic function of measurement. When a student
comes to know about the actual position of his achievement, he gets motivated to do better. Besides,
strengths and weaknesses of students becomes manifest through formative and summative evaluation and
a teacher can guide them accordingly. Once proper guidance is given to students by the teacher after
formative evaluation, teaching learning processes gets improved. Formative evaluation is a pre-planned
and systematic process which goes ahead keeping in view the pre-determined objectives. Formative and
summative evaluation process cannot be separated from each other and both go side by side.
1.1 RATIONL OF THE STUDY
As teachers gather information/data about student learning, several categories may be included. In order
to better understand student learning, teachers need to consider information about the products (paper or
otherwise) students create and tests they take, observational notes, and reflections on the communication
that occurs between teacher and student or among students. When a comprehensive assessment program
at the classroom level balances formative and summative student learning/achievement information, a
clear picture emerges of where a student is relative to learning targets and standards. Students should be
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able to articulate this shared information about their own learning. When this happens, student-led
conferences, a formative assessment strategy, are valid. The more we know about individual students as
they engage in the learning process, the better we can adjust instruction to ensure that all students
continue to achieve by moving forward in their learning. It provides sufficient information to teachers for
modifying teaching. One of the key components of engaging students in the assessment of their own
learning is providing them with descriptive feedback as they learn. In fact, research shows descriptive
feedback to be the most significant instructional strategy to move students forward in their learning.
Descriptive feedback provides students with an understanding of what they are doing well, links to
classroom learning, and gives specific input on how to reach the next step in the learning progression. In
other words, descriptive feedback is not a grade, a sticker, or "good job!" A significant body of research
indicates that such limited feedback does not lead to improved student learning.
There are many classroom instructional strategies that are part of the repertoire of good teaching. When
teachers use sound instructional practice for the purpose of gathering information on student learning,
they are applying this information in a formative way. In this sense, formative assessment is pedagogy
and clearly cannot be separated from instruction. It is what good teachers do. It's not teachers just
collecting information/data on student learning; it's what they do with the information they collect.
1.2 FORMATIVE TECHNIQUE OF EVALUATION FOR IMPROVEMENT OF
LEARNING PROCESS
The purpose of the formative assessment is to monitor the instructional process to determine whether or
not learning is taking place. It is designed to improve and enhance the learning process of teaching,
making it a continuous process in the school system. The tests diagnose both students and teachers '
weaknesses and therefore both of them can get the feedback from these tests. Students and teachers both
after identifying their difficulties change their behavior and remove these difficulties. Thus, function of
this evaluation is remedial in nature. The second function of this evaluation is that if evaluation finds
teaching learning process satisfactory, it motivates the teachers and students to work harder for better
results. Tanner (1972) has defined formative evaluation in the following words, “formative evaluation
refers to the use of tests and other evaluative procedures while the course and instructional programme is
in progress. “Both criterion referenced and norm referenced tests are used to take the students to the
mastery of the content. These tests are given in the following stages of learning.

At the end of each teaching unit.
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
At the end of the entire lesson.

Total course at the end of each unit.
ADVANTAGES
1. It provides sufficient information to teachers for modifying teaching.
2. It helps in formulating individual and group remedial programmes.
3. It provides feedback to students as well as teachers.
4. It facilitates retention and transfer of learning.
5. It enables the teacher to readjust his teaching according to the needs of students.
6. Students can also modify their behavior after getting feedback from this evaluation.
7. It gives reinforcement to high achievers.
8. It can work as a self-evaluation device for learners.
1.3 SUMMATIVE TECHNIQUE OF EVALUATION FOR IMPROVEMENT OF
LEARNING PROCESS
This evaluation takes place at the end of the session to measure overall achievement of pupils. Annual,
internal or external examinations are the examples of summative evaluation. The purpose of this
evaluation is to certify fail or pass of the product. If formative evaluation is related to the process of
teaching, it is related to the product of teaching. Here students are evaluated from the whole syllabus. On
the basis of this evaluation, a decision is taken whether a student should be promoted to the next class or
he should be kept in the same class again. In contrast, summative assessments evaluate student learning,
knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or
program. Summative assessments are almost always formally graded and often heavily weighted (though
they do not need to be). Summative assessment can be used to great effect in conjunction and alignment
wit7h formative assessment, and instructors can consider a variety of ways to combine these approaches.
Advantages of Summative Evaluation
There are numerous advantages when a summative evaluation is considered in the academic arena. A few
of them are mentioned below.
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1. To know if students have understood: A summative evaluation follows certain strategies for
evaluation by means of assignments, tests, projects and more. By these ways, the teacher can make out if
the students have learned and understood the subject. An assignment is said to be a summative one by the
way it is utilized and not by the design of the test, assignment or by self-evaluation. By this way, the
instructor can make out to what degree the students have understood with the materials that have been
taught.
2. They determine achievement: The usual procedure is that summative evaluations are done at the end
of any instructional period. Thus, summative evaluation is considered to be evaluative in nature rather
than being mentioned as diagnostic. The real meaning is that this evaluation is made used to find out the
learning growth and attainment. They are also utilized to estimate the effectiveness of educational
programs. Another key advantage is that they are utilized to measure the improvement towards objectives
and goals. More over course-placement decisions are also made with summative evaluation.
3. They make academic records: The results of summative evaluations are ones that are recorded as
scores or grades into the students’ academic records. They can be in the format of test scores, letter grades
or report cards which can be used in college admission process. Many schools, districts, and courses
consider summative evaluation as a major parameter in the grading system.
4. Provides opportunity: The presence of summative evaluation is a motivator as it assists the
individuals and offers them an opportunity to develop a learning environment. This is an evaluation meant
for learning and is based on the outcome.
5. Boosts individuals: The outcome of the summative evaluation is considered as a boosting factor when
it’s positive. With this type of evaluation, confidence is boosted and also they act as a springboard to
certain behavior change at workplace or institution.
6. Weak areas can be identified: with the help of summative evaluation results, trainers and instructors
can find out weak areas where the results are steadily low. By this way, alternative methods can be
utilized in order to improve the results. New training can be followed for future events focusing towards
success.
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7. Training success can be measured: This type of evaluation helps in determining the success of
methods used for training programs used. They are equated with others and evaluated.
8. Instructional design: The summative design is utilized as an evaluation technique in the course
of instructional design. Depending on the intervention efficiency summative evaluation offers
beneficial information. The value or worth of the intervention is judged by means of summative
evaluation during the conclusion.
Examples of Formative and Summative Assessments
FORMATIVE
SUMMATIVE
In-class discussions
Instructor-created exams
Clicker questions
Standardized tests
Low-stakes group work
Final projects
Weekly quizzes
Final essays
1-minute reflection writing assignments
Final presentations
Homework assignments
Final reports
Surveys
Final Grades
1.4 METHODOLOGY
Keeping in view the availability of the resources and feasibility of the present research paper , the author
conducted his research studies on the basis of secondary sources of data .Secondary data has been
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collected from the various journals ,research articles ,books thesis ,different psychological ,sociological
theories and dissertation etc. The methodology of the study also includes the thoughts and writings of
various authors in the stream of academic and research field’s .Thus the author utilized all resources
available and carried out exhaustive studies for the present research paper.
1.5 RECOMMENDATIONS/SUGGESTIONS
Formative Assessment
ideally, formative assessment strategies improve teaching and learning
simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess
their own skills and knowledge retention, and by giving clear instructions and feedback. Some valuable
suggestions are as follows;
Keep clear criteria for what defines good performance: - Instructors can explain criteria for A-F
graded papers, and encourage student discussion and reflection about these criteria (this can be
accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers.
Instructors may also hold class-wide conversations on performance criteria at strategic moments
throughout term.
Encourage students’ self-reflection: - Instructors can ask students to utilize course criteria to evaluate
their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition,
instructors can ask students to describe the qualities of their best work, either through writing or group
discussion.
Give students detailed, actionable feedback: - Instructors can consistently provide specific feedback
tied to predefined criteria, with opportunities to revise or apply feedback before final submission.
Feedback may be corrective and forward-looking, rather than just evaluative. Examples include
comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online
quizzes.
Encourage teacher and peer dialogue around learning: - Instructors can invite students to discuss the
formative
learning
process
together.
This
practice
primarily
revolves
around midterm
evaluations and small group feedback sessions, where students reflect on the course and instructors
respond to student concerns. Students can also identify examples of feedback comments they found useful
and explain how they helped. A particularly useful strategy, instructors can invite students to discuss
learning goals and assignment criteria, and weave student hopes into the syllabus.
Promote positive motivational beliefs and self-esteem: - Students will be more motivated and engaged
when they are assured that an instructor cares for their development. Instructors can allow for
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rewrites/resubmissions to signal that an assignment is designed to promote development of learning.
These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous,
and (if appropriate) allows for unlimited resubmissions.
Collect information which can be used to help shape teaching:-Instructors can feel free to collect
useful information from students in order to provide targeted feedback and instruction. Students can
identify where they are having difficulties, either on an assignment or test, or in written submissions. This
approach also promotes met cognition, as students are asked to think about their own learning. CTL staff
can also perform a classroom observation or conduct a small group feedback session that can provide
instructors with potential student struggles.
Use a Rubric or Table of Specifications: - Instructors can use a rubric to lay out expected performance
criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize”
expected performance at the beginning of term, providing students with a trajectory and sense of
completion.
Design Clear, Effective Questions: - If designing essay questions, instructors can insure that questions
meet criteria while allowing student’s freedom to express their knowledge creatively and in ways that
honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design
effective multiple choice questions.
Assess Comprehensiveness: - Effective summative assessments provide an opportunity for students to
consider the totality of a course’s content, making broad connections, demonstrating synthesized skills,
and exploring deeper concepts that drive or found a course’s ideas and content.
Make Parameters Clear: - When approaching a final assessment, instructors can insure that parameters
are well defined (length of assessment, depth of response, time and date, grading standards); knowledge
assessed relates clearly to content covered in course; and students with disabilities are provided required
space and support.
Consider Blind Grading: - Instructors may wish to know whose work they grade, in order to provide
feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased
summative assessment, they can also consider a variety of blind grading techniques.
1.6 CONCLUSION
Formative assessment is a great way to measure a student’s performance during instruction, and usually
occurs regularly throughout the instruction process. When we assess student learning for formative
purposes, there may be no final mark on a student’s paper or summative grade in our grade book. Rather,
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formative assessment can serve as practice for our students, much like a meaningful homework
assignment does. And the key to effective formative assessment is the descriptive feedback that we as
teacher provide to our students. Summative assessments can serve as a guide to improving teaching
methods. We all use different teaching methodology within the classroom. Summative assessments can
help us collaborate and improve teaching methods from year to year. Summative assessments help
teachers and administrators alike, in improving curriculum and curriculum planning. Standards-driven
instruction plays a large role in schools today. When summative assessments show consistent gaps
between student knowledge and learning targets, schools may turn to improved curriculum planning or
new curriculum to fill those learning gaps.
References
1) Nicol, D.J. and 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): 2-19.
2) Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for
Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds).
Jossey Bass: San Francisco, CA.
3) Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning
theory and measurement theory. San Francisco: WestEd.
4) Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning:
Putting it into practice. Berkshire, England: Open University Press.
5) Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical
synthesis. Review of Educational Research, 65(3), 245-281.
6) Sadler, D.R. (1998) Formative assessment: revisiting the territory. Assessment in Education,
5(1), 77-84.
7) Dr. M.S. Ansari (2014 edition) Education.
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8) https://en.wikipedia.org/wiki/Formative_assessment
9) https://en.wikipedia.org/wiki/Summative_assessment
10) https://poorvucenter.yale.edu/Formative-Summative-Assessments
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