What is a Summative Assessment?
Summative assessments are tests given to students after a period of time in order to assess their learning. These tests are often a requirement
by the state or are ordered by schools. The state gives these tests in order to keep schools accountable to the taxpayers. The results are used in several ways. First, depending on if a school did well or poorly on the test, the state either rewards or penalizes the school with funds. If a school achieves high scores, then they receive more funds. If a school is failing, then parents have the right to send their child to a different school, and in turn, the school
receives fewer funds. Second, the schools try to use the results to help assess their curriculum and to help identify students who need extra support. Also,
using summative assessments helps districts and schools make comparisons of subgroups such as differences in socioeconomic status or gender.
The materials needed for a summative assessment include administration manuals, student booklets, and answer documents. The manuals are scripted so
that there is consistency in administration. Taking certain summative assessments is often a requirement by the state, so the state often sends these
materials to the schools, or the schools order the materials. Parents can buy practice materials if they feel motivated to do so.
The learner has to prepare in class and then has to take the standardized test, but the tests are not genuine tasks. There is often a series of multiple choice questions and maybe a few short answer questions from passages that do not fit into all of the learners experiences.
Summative assessments are most frequently given to large groups, but there are a few tests given to individual students such as the Peabody Picture
Vocabulary Test. When administering the assessments the various administrators need to be consistent by using the same supplies, reading from a given script, and administering it at a specific time of day. Accommodations are provided to meet individual needs. One positive about these types of assessments is that teachers are able to see what areas are of concern. And, typically, there is information discovered about a particular subgroup after taking summative assessments. For example, maybe people of lower socioeconomic status scored lower in a certain area than a group of higher socioeconomic status.
There are two types of reference groups used when measuring summative assessments. One is the norm referenced group which is interpreted through a
percentile and student scores are being measured against a sample student population. Another type is the criterion referenced group which students are
being measured by knowing certain criteria.
There are many negatives and positives about using summative assessments. They do help identify parts of the reading programs that need to be improved; however, the results do not often come in time to inform a teacher’s practices effectively. Also, some students can feel extremely motivated knowing that these tests are a big deal, but sometimes they add too much pressure on a student and it may negatively affect his or her self esteem. In addition, summative assessments hold teachers accountable so that they are focusing on teaching specific skills; however, many teachers teach to the test instead of using current reading instruction practices.
by the state or are ordered by schools. The state gives these tests in order to keep schools accountable to the taxpayers. The results are used in several ways. First, depending on if a school did well or poorly on the test, the state either rewards or penalizes the school with funds. If a school achieves high scores, then they receive more funds. If a school is failing, then parents have the right to send their child to a different school, and in turn, the school
receives fewer funds. Second, the schools try to use the results to help assess their curriculum and to help identify students who need extra support. Also,
using summative assessments helps districts and schools make comparisons of subgroups such as differences in socioeconomic status or gender.
The materials needed for a summative assessment include administration manuals, student booklets, and answer documents. The manuals are scripted so
that there is consistency in administration. Taking certain summative assessments is often a requirement by the state, so the state often sends these
materials to the schools, or the schools order the materials. Parents can buy practice materials if they feel motivated to do so.
The learner has to prepare in class and then has to take the standardized test, but the tests are not genuine tasks. There is often a series of multiple choice questions and maybe a few short answer questions from passages that do not fit into all of the learners experiences.
Summative assessments are most frequently given to large groups, but there are a few tests given to individual students such as the Peabody Picture
Vocabulary Test. When administering the assessments the various administrators need to be consistent by using the same supplies, reading from a given script, and administering it at a specific time of day. Accommodations are provided to meet individual needs. One positive about these types of assessments is that teachers are able to see what areas are of concern. And, typically, there is information discovered about a particular subgroup after taking summative assessments. For example, maybe people of lower socioeconomic status scored lower in a certain area than a group of higher socioeconomic status.
There are two types of reference groups used when measuring summative assessments. One is the norm referenced group which is interpreted through a
percentile and student scores are being measured against a sample student population. Another type is the criterion referenced group which students are
being measured by knowing certain criteria.
There are many negatives and positives about using summative assessments. They do help identify parts of the reading programs that need to be improved; however, the results do not often come in time to inform a teacher’s practices effectively. Also, some students can feel extremely motivated knowing that these tests are a big deal, but sometimes they add too much pressure on a student and it may negatively affect his or her self esteem. In addition, summative assessments hold teachers accountable so that they are focusing on teaching specific skills; however, many teachers teach to the test instead of using current reading instruction practices.