5.1 Introduction to assessment forms

There are two main categories of assessment in higher education: In an educational context, assessments are typically categorised into two types: formative and summative. Both types serve different purposes and are used at the different stages of learning.

5.1.1 Formative assessment

Formative assessment is also referred to as 'assessment for learning'. Instructors normally use this type of assessment throughout the course because they are designed to provide continuous feedback to both the instructor and the learner about the learner's progress. This feedback can then be used to make adjustments so that the student’s understanding and performance improve before the final assessment. Examples of formative assessments include quizzes, in-class activities, drafts, and peer reviews.

5.1.2 Summative assessment

Known as 'assessment of learning', summative assessment is typically used to evaluate student learning at the end of a unit, course or program. The results of these assessments are usually compared against some standard or benchmark. Summative assessments are often high stakes, which means they have a high point value. Examples of summative assessments include final exams, end-of-term projects, and standardised tests.

5.1.3 Differences

The key differences between these two types of assessments are their goals and their timing: formative assessment is diagnostic, and it is intended to help students learn more effectively and allow instructors to understand where students are struggling. Summative assessment is evaluative, and it is intended to measure what students have learned and determine whether they've achieved the course learning outcomes.