Formative Interim Summative Assessments Differences, Definitions, & Applications

Differences SUMMATIVE INTERIM (instructional, evaluative, predictive) FORMATIVE CLASSROOM (minute by minute, integrated into lesson) Increasing Scope and Duration of Cycle Frequency of administration (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

Differences: Frequency  Summative: Given one time at the end of the year, or end of the semester.  Interim: Given multiple times during the year. Usually 3 to 10 times.  Formative: Given daily or multiple times during the day. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

Differences: Scope  Summative: Designed to cover a complete set of Content, or Subject Standards.  Interim: Designed to cover a single unit, concept or set of academic goals.  Formative: Designed to get a snapshot of learning for a specific learning goal or small set of goals. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 2)

Formative- The Base  The largest difference between Formative and the other assessments is the use.  Formative use primarily by the student. (Taras, M., 2005, pg 472)  Formative is used to give feedback to students allowing for mastery of the subject. (Looney, 2011, p. 7)  Formative gives the student standards to master, targets to aim for, clear reflections of achievement and motivation for learning. (Stiggins, R. J.2007, p )

Formative-Description  Does not need to have a grade assigned to the task, and if it does the student can affect the grade with continual improvements (Stiggins, R. J., 2007, p. 9). Usually it will not have a grade attached. (Wees, D., n.d., Formative assessment, p. 2).  Relies on a clear purpose and targeted learning. (Stiggins, R. J., 2007, p. 14)  Assessment is accurate and indicative of the progress or lack of progress of the learner (Stiggins, R. J., 2007, p. 14).  Embedded within curriculum (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1).  Dependent on continual feedback and achievement of a goal or targeting learning. (Stiggins, R. J., 2007, p. 9)  Typically the task is short term and less than one period long. (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1)

Formative-Examples  Oral question and answer, or Jeopardy style in class activities.  Projects- These projects can cover several periods with feedback and corrections but generally less than one period (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007 p. 1) (Stiggins, R. J., 2007, p. 8-9).  Summaries of reading passages, varied lengths with feedback and correctives (Wees, D., n.d., Formative assessment, p. 4).  Anonymous hand in pass back. Students hand in responses and teacher immediately grades a sampling sharing with the class (Wees, D., n.d., Formative assessment, p. 8).  Daily quizzes (Wees, D., n.d., Formative assessment, p. 10).  Bell work.  Minnie White Board Answers. (Wees, D., n.d., Formative assessment, p. 14).  Exit Slips (Wees, D., n.d., Formative assessment, p. 21).  There are almost and endless number of examples that can be given and evaluated.

Interim-The Middle  Interim in between the Formative and the Summative (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  Primarily used by the teacher to drive instruction (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 4).  It can be used beyond the classroom by administrators or the district to compare teaching across classrooms (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 4-5, 9)  Data must be actionable for instruction, not simply ranking the students for grades (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).  Students can be assigned a grade for their performance on the test.  Material typically covers a period of a week to a month generally a limited time frame (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  Used as a professional development for the teacher (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).

Interim-Description  Will not be simply multiple choice questions and answers (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).  Used as a tool to determine whether intervention is needed for a student (Goren, P., 2010, p. 126)  Used as an extension of learning rather than a respite from learning (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).  Evaluative of the curriculum not evaluative of the teacher linked to accountability (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 5 & 8).  Typically directly linked to standards of a unit or a subject (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 7).

Interim-Examples  Teacher generated chapter, unit or section test (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).  District or state benchmark assessments (Blow, M., 2012).  Predictive tests of student performance such as FAIR-FS, SRI, ELA cycle tests (Blow, M., 2012).  Commercially available tests that are tied to state and curriculum standards (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 8).

Summative- The Top  Summative Assessments are different from Formative and Interim because they do not drive instruction or predict student achievement and adjust instruction.  The summative is given once or at most twice per year on any given subject.  They are used to evaluate a students performance (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are often requirements for graduation or completion of a course (Balduff, L. personal conversation, March 30, 2016)  They are typically given state or school wide (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  The scores are used as evaluations of teachers, schools and districts (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are the least flexible and are often state and district mandated (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).

Summative- Description  Often these tests are only multiple choice tests especially those state mandated (Perie, M., Gong, S., Marion, B., & Wurtzel, J., 2007, p. 1).  They are often assigned a high percentage of the grade total, e.g.. 30%, or passing the summative assessment determines whether one passes the course (Balduff, L. personal conversation, March 30, 2016)  Used to evaluate student learning (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)

Summative- Examples  A term paper (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)  PSAT, SAT, ACT, EOC, FSA, FCAT or any test mandated by the state or that can be used as a substitute for a test mandated by the state (Balduff, L. personal conversation, March 30, 2016)  A Mid-Term Exam (“Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University,” n.d.)

References Blow, M., Interim Assessments Predict Student Performance on State Tests | Scholastic.com. (2012). Retrieved March 21, 2016, from teaching/2012/02/interim-assessments-predict-student-performance-state-testshttp:// Goren, P. (2010). Interim Assessments as a Strategy for Improvement: Easier Said Than Done. Peabody Journal of Education, 85:2, DOI: / Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved March 31, 2016, from Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress Toward a Seamless System? OECD Educationg Working Papers. No. 58, OCED Publishing. Retrieved from

References-continued Stiggins, R. J. (2007). Formative classroom assessment: Theory into practice. New York: Teachers College, Columbia University. Perie, M., Gong, S., Marion, B., & Wurtzel, J. (2007). The Role of Interim Assessments in a Comprehensive Assessment System (pp. 1-25, Issue brief). The Aspen Institute. Taras, M. (2005). Assessment – Summative And Formative – Some Theoretical Reflections. British Journal of Educational Studies, 53(4), doi: /j x Wees, D. (n.d.) Formative assessment. Retrieved March 20, 2016, from /pub?start=false&loop=false&delayms=3000&usp=embed_facebook /pub?start=false&loop=false&delayms=3000&usp=embed_facebook