‘Summative’ and ‘Formative’: Confused by the Assessment Terms?

  • Bill Ussher Faculty of Education, University of Waikato, Hamilton, New Zealand
  • Kerry Earl Faculty of Education, University of Waikato, Hamilton, New Zealand

Abstract

The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.

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Published
2010-04-01
How to Cite
Ussher, B., & Earl, K. (2010). ‘Summative’ and ‘Formative’: Confused by the Assessment Terms?. Teachers’ Work, 7(1), 53-63. https://doi.org/10.24135/teacherswork.v7i1.523
Section
Articles