The assessment landscape in schools is often confusing and ever changing. With the debate between the merits of formative vs summative assessments raging on, it can be difficult to know when to either of these assessment types in your class. That’s why, in this blog post we will un-pick when you should use both types of assessment and tell you the reasons why.
Formative vs Summative Assessments – What Is The Difference?
When teachers discuss assessment, they often refer to two types – ‘formative’ and ‘summative’, however the distinctions and lines between the two types of assessment can often be blurred and misunderstood. This post will compare and contrast formative and summative assessments to give you a true view of the difference between both types.
What Is Formative Assessment?
Formative assessment is the use of day-to-day assessments to gauge and explore pupils’ understanding of a topic.
It are best thought of as an assessment for learning.
Formative assessments are what we carry out to help inform the learning ‘in the moment’. Formative assessment is continuous, informal and should have a central and pivotal role in every maths classroom.
If used correctly, it will have a high impact on current learning and help you guide your instruction and teaching.
What Is Summative Assessment?
Summative assessments takes place after pupils’ have completed a block of work, whether that be on a term or modular basis. They are a more formal way to sum up pupil progress.
They are best thought of as assessments of learning
There are different types of summative assessments that we carry out ‘after the event’, often periodic (rather than continuous), and they are often measured against a set standard.
Summative assessment can be thought of as helping to validate and ‘check’ formative assessment – it is a periodic measure of how children are, overall, progressing in their mathematics learning.
If formative assessment has been continually carried out, then the results of summative assessment shouldn’t yield any surprises.
Some common examples of summative assessment include:
- End of term projects
Formative And Summative Assessments Should Be Adaptable
Importantly, it is not the ‘form’ that assessment takes that determines whether it is formative or summative, instead it is how it is being used.
For example, ‘test style questions’ can be used both as formative assessment (perhaps as exit tickets – questions given to children at the end of the lesson to check understanding) or summative (perhaps as an end of unit test or check).
It is important that in all subjects, but especially in Maths, that we use a combination of both formative and summative assessment, but that formative assessment, due to its constant nature, makes up the bulk of our assessment activities.
Formative Vs Summative Assessment Comparison Chart
This Venn diagram shows the difference and similarities between the two assessment types very clearly.
Number and Place Value Diagnostic Quiz - Year 6
25 multiple choice questions on all key place value topics from rounding to decimals, and more
Formative Assessment – Constantly Assessing ‘In The Moment’.
Formative assessment is an intrinsic part of both teaching and pupil progression. This form of assessment does not rely upon tests and results, but rather the ability to adapt to classroom blockers as they arise.
It should indicate what a good piece of work is and why this is the case, but it also gives you as a teacher a chance to see when things are not going so well and act upon it and see improvements.
Good formative feedback will enable both the teacher and pupil to plan together what the next stage of their progression will be.
How To Bring Formative Assessments Into Your Classroom
During a lesson, all adults in the classroom should be on a ‘constant assessment mission’ through interactions with pupils.
Teachers should be moving around the room, interacting with each child, and assessing their progress towards the learning objective.
In the moment assessment can take many forms:
• You could use a question from your shared learning to assess where you need to pitch independent work, or which pupils need further support
• It could be as simple as asking key questions to children during their independent work
• You could be use ‘exit tickets’ to assess children’s understanding at the end of a lesson
However, it is important that this ‘in the moment’ assessment that is carried out has a purpose, and that this information is used to adapt the learning experiences and opportunities that you are providing to each child.
If your assessment shows that children are secure, then how are you going to deepen their learning?
If your assessment shows that children have some misconceptions, then how are you going to support these?
These are just two of the questions you should be asking yourself throughout a formative assessment.
If you are looking for a way to bring formative assessments into your classroom, take a look at our blog containing your Maths Intervention Must-Have: Formative Diagnostic Assessment Tests.
Formative Assessment Ideas For Your Class
There are a lot of different assessment routines you can use to keep up with the progression of your maths class.
Common types of formative assessment include:
- Group activities
- Class projects
One important thing to note is that in the moment assessment can take many forms .
Perhaps you are using a question in your shared learning to assess where you need to pitch the independent work, or which children require further support.
Maybe you are asking key questions to children during their independent work. Or perhaps you are using ‘exit tickets’ to assess children’s understanding at the end of a lesson.
One thing to remember though is that it is important that this ‘in the moment’ assessment that is carried out has a purpose, and that this information is used to adapt the learning experiences and opportunities that you are providing to each child…
Ensure Each Formative Assessment Routine Has A Purpose
Make sure that your assessment ‘routines’ have a purpose and use.
For example, if you are going to do the ‘Maths lesson classic’ and ask children to show you an answer on a mini-whiteboard, make sure you are actually looking at the answers given by all children.
You should then be using these to inform the next step in your lesson and the learning for each child.
I have observed many lessons where teachers have carried out the mini-whiteboard ‘routine’, not actually looked at the responses given, and carried on with what they had planned regardless.
Remember- it is not the activity or ‘thing’ that you do that represents effective assessment, but what you do with the information you gather from it.
It is through effective, in lesson, assessment that you can ensure that each child is supported and challenged, and that every child is learning rather than constantly rehearsing what they already know.
How Third Space Learning uses assessments in our 1-to-1 interventions
With our 1-to-1 online tutoring sessions, you, as a teacher, have the option to use our dynamic online assessment to identify key topics for each pupil taking part. This allows our tutors to tailor each session towards the specific needs of each individual pupil. You’ll also be kept up to date with their progress every step of the way too, so you won’t miss a thing!
Book your no commitment 10 minute demo to discover the impact our 1-to-1 interventions can have for your pupils – it’s never been easier or more affordable. Call us on 0203 771 0095 or contact us here to learn more about how we can help turbocharge maths in your school!
Don’t Leave Any Potholes – Why Formative Assessment Is Important
I often use a ‘pothole’ analogy with the schools I work with. Imagine a local council were filling in potholes but that their road maintenance vehicles were themselves creating new holes in the road.
They wouldn’t be doing a very good job at improving the overall quality of the road surface would they?
Yet, schools often inadvertently do the same with Maths. They are often very good at carrying out a plethora of intervention activities to fill gaps (or potholes) that have been ‘left’ from previous years, but, at the same time, often allow new gaps (or potholes) to be created.
It is therefore important that we use out constant, in the moment assessment to help ensure that no new gaps are being allowed to form in children’s mathematical understanding and learning.
Make sure that you use your ‘in the moment’ and ‘end of lesson’ assessment to help fill any new gaps that are starting to emerge. Then, at the end of the Maths lesson, you check that all children are secure with the objective for that lesson, and if not, you carry out some form of intervention to help address these gaps.
If you are not going to address the gaps now, then who is and when?
4 Things You Must Remember Regarding Summative Assessment
Summative assessment helps to demonstrate the extent of pupils success in meeting specific goals. It is a method than can be used to quantify achievement, and due to its data driven nature, it is a great way to provide a numerical basis for a pupils next step.
However, whilst the principles of summative assessment are simple, there are 4 key points you need to consider before implementing it in your classroom.
1- Assessment systems vs framework – What are you assessing against?
Despite the power of ‘in the moment’ formative assessment, schools do need a way to track the attainment and progress of children throughout the school.
It is this need that means that schools also need to consider the assessment framework they are using- i.e. what you are assessing against. This decision is often one that is taken at school (or trust) level.
However, it is important that you are clear about the different between your assessment system and the framework you are using.
Often with my work in schools, I am told that they are using ‘pupil asset’, ‘classroom monitor’, ‘target tracker’ (and many others) as their assessment. In fact, these are all assessment systems – bit of software that allow you to record and track children’s progress against a framework that has been chosen by your school.
They are not what you are using to ‘assess’- merely what you are using to record your assessment.
These assessment systems all allow you to select (and often create your own) framework upon which to assess your children – and it is these frameworks that are vitally important.
2- Balancing the frameworks is crucial
When choosing, or indeed creating, the assessment framework that you are using, it’s important to consider the balance of objectives and areas of mathematics within the framework.
For example, a common occurrence is that schools assess against each objective of the national curriculum. This, however, is problematic and often creates unwelcome ‘surprises’ when it comes to comparing teacher assessment against standardised summative assessment.
An example of this is SATs tests – I have been asked to work with many schools where their assessment against the whole national curriculum does not match the performance of children on previous SATs papers.
The reason for this disparity between teacher assessment against the whole national curriculum (ie. assessing against every statement of the Year 4 Maths national curriculum) and performance on standardised test, is that the whole national curriculum is not weighted in the same way the KS1 and KS2 end of key stage assessment (SATs) are.
But why is this the case?
The KS1 and KS2 Test Frameworks show a clear weighting towards number based objectives, with number, calculations and proportionality making up between 75-85% of a child’s final result (this is for a good reason- but that’s the subject of another blog post!)
Yet, most year groups have around a 50/50 split between ‘number’ objectives – i.e. number, calculations and proportionality and ‘non-number’ objectives- i.e.- shape, space, measures and statistics.
This essentially means that a child could be legitimately marked as ‘secure’ or ‘working at aged related expectations’ against the whole national curriculum, on the basis of their strength in shape, space, measures and statistics, whereas they wouldn’t be classed as ‘secure’ or ‘working at aged related expectations’ in a standardised test.
It is therefore important that whatever framework you use is balanced, and represents the weighting of objectives in the Test Frameworks.
There are many ways in which you can do this, including:-
• Use in-built ‘weighting’ functions of some assessment systems that allow you to weight each objective.
• Assess against key objectives only, which overall, have the balance of number vs non-number objectives.
• Group objectives together, creating the overall numbers vs non-number balance.
• Use a commercially available assessment framework which has the weighting work done for you.
3- Teacher assessment plays a huge role in summative assessment
Once your school has decided on a framework to use for assessment, next comes the question of how it is actually used.
These frameworks can be used both in a purely ‘summative’ way, or in a formative way that leads to, over time, an accurate summative assessment.
The traditional use of these frameworks is for schools to ask for each child to be assessed against the framework at set points – for example every term or half term.
This often leads to ‘assessment panic’ with teachers feeling overwhelmed having to create the assessment against many objectives for all children in their task in a short period of time.
If this is the only way in which these frameworks are used, then these are being used purely summatively – it is the teachers judgement at the end of a term/half term.
Due to the stress of having to meet a deadline and make a judgment against each objective for all children in your class, this can often mean that these summative only teacher assessments are not as accurate as many would like.
Luckily, you can adapt these assessments very easily
However, these frameworks can also be used in a more formative way- with teachers being encouraged to record the progress towards objectives on the framework as they are being taught.
An example of this is recording and amending judgements each week as a result of the ‘ongoing’ assessment. This leads to an ever changing snapshot of each child’s performance, which can be really powerful.
This can be used to inform interventions and subsequent teaching, and help to identify common misconceptions, giving the assessment framework used by your school both a summative and formative use.
These assessments can then just be finalised in time for whatever deadline of ‘snapshot’ date your school set.
It is fantastic that many schools are favouring teacher assessment to provide this ‘data’.
Teacher assessment is incredibly powerful, and gives teachers the professional autonomy that they deserve.
4- Testing can’t be forgotten about either
Many schools will also choose to use some form of testing alongside their assessment frameworks.
This can be seen as helping to validate teacher assessment judgements, and can also help to ensure there are no ‘nasty’ surprises when it comes to Year 6.
However, testing is only as good as the quality of the tests that you use. As we know, the development of SATs tests takes 3 years. They are also, as we all know, standardised – leading to the infamous ‘scaled score’.
It is important that the tests your schools rely on also have the same degree of work that has gone into their development.
They should be standardised – so you know how children across the country perform, and be based on a clear test development framework, and have been trialled and refined in schools.
Some popular tests that have been developed in this way include PUMA (by Hodder/Rising Stars Assessment), NfER tests and GL Assessments.
Regardless of what tests are used, it is also important that schools and teachers understand that they provide a snapshot of the performance on the day the test was taken. Children, just like adults, all have ‘good’ and ‘bad’ days, and it is important that these tests are seen as a supplement to good quality teacher assessment, not a replacement for it.
Formative vs Summative Assessments = The Pros And Cons
Both formative and summative assessment have a very important role to play in the classroom and in schools. However, it is very important to ensure that you find the right balance between the two approaches for your own class needs.
Constant formative assessment can prove difficult if not implemented properly, but consistent assessment of pupils strengths and weaknesses can prove invaluable in helping them to progress.
Summative assessment can often not show the whole picture of a pupils progression, but it is a fantastic way of getting a data driven overview of how a pupil has progressed and grown over a period of time.
The goal of this blog was to summarise the difference between formative and summative assessment, and the conclusion is that both approaches have their flaws, but they can also both provide a valuable insight into how a class is getting on throughout the school year. All that is left is to use both to inform your teaching!
Are you wondering where the future of assessments in primary schools is heading? If so, read our blog on the future of assessment in primary schools from the headteachers roundtable summit.