What is

Summative Assessment

Summative assessment is an assessment administered at the end of an instructional unit in a course. Unlike formative assessment, this assessment model is intended to evaluate student learning by comparing performance to a standard or benchmark. They are evaluative rather than diagnostic and are used to measure whether a course’s learning objectives were met. Unlike formative assessments, summative assessments are formal and involve clear instructions, expectations and grading rubrics to measure student comprehension. Summative assessments are often high-stakes, meaning they have a high point value.

Summative assessments are required evaluations that must be completed in order to finish a course. There are two main types of summative assessments, which include assessment of learning and assessment as learning. Assessment of learning provides data to confirm course outcomes were met. Assessment as learning, where greater emphasis is placed on self-regulation and self-reflection. Summative assessment examples that support assessment of learning include: unit tests, final exams and performances. On the other hand, assessment as learning examples include project-based learning, portfolio submissions and authentic assessments.

Summative assessment is a type of assessment model that evaluates student learning and knowledge at the conclusion of an instructional period. Summative assessments are formally graded and heavily weighted. Summative assessment examples differ from formative assessments due to their frequency and weight. Examples of summative assessments include midterm exams, a final exam or a final project. Comparative examples of summative and formative assessments might include final reports (vs. a homework assignment) and a final essay (vs. weekly quizzes).

Summative assessments, when used effectively, can help students meet educators’ desired course objectives. The following are best practices to administer equitable summative assessments. No matter the type of summative assessment, pedagogical experts recommend using rubrics to outline expected performance criteria on a grade-by-grade basis. Other practices include designing clearly worded questions and even adopting blind grading—whereby student identifiers such as names are removed to reduce conscious and unconscious biases. Additional ways to create inclusive types of summative assessments involve using both paper and digital delivery—compatible with assistive technology—as well as asking students to weigh in your assessment structure midway through the term to iterate accordingly for the remainder of the semester.