1. Differences between Formative and Summative Assessment
1.1. Formative Assessment
1.1.1. it is essentially positive in intent, in that it is directed towards promoting learning; it is therefore part of teaching;
1.1.2. it takes into account the progress of each individual, the effort put in and other aspects of learning which may be unspecified in the curriculum; in other words, it is not purely criterion-referenced;
1.1.3. it has to take into account several instances in which certain skills and ideas are used and there will be inconsistencies as well as patterns in behaviour; such inconsistencies would be 'error' in summative evaluation, but in formative evaluation they provide diagnostic information;
1.1.4. validity and usefulness are paramount in formative assessment and should take precedence over concerns for reliability;
1.1.5. even more than assessment for other purposes, formative assessment requires that pupils have a central part in it; pupils have to be active in their own learning (teachers cannot learn for them) and unless they come to understand their strengths and weaknesses, and how they might deal with them, they will not make progress.
1.2. Summative Assessment
1.2.1. it takes place at certain intervals when achievement has to be reported;
1.2.2. it relates to progression in learning against public criteria;
1.2.3. the results for different pupils may be combined for various purposes because they are based on the same criteria;
1.2.4. it requires methods which are as reliable as possible without endangering validity;
1.2.5. it involves some quality assurance procedures;
1.2.6. it should be based on evidence from the full range of performance relevant to the criteria being used.