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What is Summative Assessment

Chapter 17
Handbook of Research on Transnational Higher Education
A procedure that evaluates outcomes of student learning, which measures students’ ability to demonstrate course knowledge or skills.
Published in Chapter:
Evaluation of Course Curriculum and Teaching: Guidelines for Higher Education Instructors
James P. Coyle (University of Windsor, Canada), Irene Carter (University of Windsor, Canada), Derek Campbell (University of Windsor, Canada), and Ori Talor (University of Windsor, Canada)
Copyright: © 2014 |Pages: 20
DOI: 10.4018/978-1-4666-4458-8.ch017
Abstract
In order to be effective teachers, higher education instructors must do more than evaluate the content of their courses. They need to assess curriculum design and methods used for teaching and assessing student learning. This can be challenging since instructors may receive little training in effective methods for teaching adult learners. This chapter explains the reasons why instructors should evaluate their courses and describes the characteristics of effective course curricula, teaching methods, and procedures for assessing student learning. A Curriculum Evaluation Checklist is proposed as a useful tool that has practical benefits for instructors who evaluate their curricula and teaching.
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Chapter 5
Designing Achievement Tests for Language Learners Through Contemporary Technologies
It is carried out at the end of a course or instructional unit as it tries to measure or summarize what a student has learned.
Published in Chapter: Designing Achievement Tests for Language Learners Through Contemporary Technologies; From: Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies
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Chapter 12
Curriculum and Online Course Development Framework
Assessments that occur at end-points in the curriculum, such as the end of a unit, course, term, or grade.
Published in Chapter: Curriculum and Online Course Development Framework; From: Curriculum Development and Online Instruction for the 21st Century
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Chapter 9
Dynamic, Online, Objective Assessment for Continuous Assessment
Assessment of learning that occurs at the end of a period of learning within a course.
Published in Chapter: Dynamic, Online, Objective Assessment for Continuous Assessment; From: Handbook of Research on E-Assessment in Higher Education
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Chapter 113
The Efficacy of Current Assessment Tools and Techniques for Assessment of Complex and Performance-Based Learning Outcomes in Online Learning
Provide students with the opportunity to demonstrate conceptual understanding at a particular time.
Published in Chapter: The Efficacy of Current Assessment Tools and Techniques for Assessment of Complex and Performance-Based Learning Outcomes in Online Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 2
Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning
Tools used to evaluate level of academic achievement at the end of a defined instructional period; these are graded.
Published in Chapter: Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning; From: New Perspectives on Using Accreditation to Improve Higher Education
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Chapter 20
The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning
Summative assessment refers to assessments that are used at the end of a course or program and for grading and evaluating a student’s achievement.
Published in Chapter: The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 2
Optimizing Online Collaborative Learning: Challenges and Strategies in Online Teaching and Learning
Summative assessments evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period. Assessments used to determine what the student has learned, generally used at the end of the assessment.
Published in Chapter: Optimizing Online Collaborative Learning: Challenges and Strategies in Online Teaching and Learning; From: Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies
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Chapter 3
Designing and Managing Synchronous and Asynchronous Activities: The Online Training Case for Faculty of Aeronautics and Astronautics Staff
Summative assessment, summative assessment or assessment of learning is the assessment of participants where the focus is on the outcome of a program.
Published in Chapter: Designing and Managing Synchronous and Asynchronous Activities: The Online Training Case for Faculty of Aeronautics and Astronautics Staff; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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Chapter 8
Assessment of Higher Order Thinking Skills: Digital Assessment Techniques
A method of assessment of participants that is focused on the outcome of an exam at the end of the instructional unit by comparing it against some benchmark or standard.
Published in Chapter: Assessment of Higher Order Thinking Skills: Digital Assessment Techniques; From: Assessment, Testing, and Measurement Strategies in Global Higher Education
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Chapter 9
Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL)
Assessment that takes place at the end of a unit or term to convey student progress. The main goal of this type of assessment is to verify, certify and compare student learning etc. and its purpose is mainly summative.
Published in Chapter: Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL); From: Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
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Chapter 48
Automated Essay Scoring Systems
A form of assessment carried out at the end of a time period and intended to document a learner’s progress.
Published in Chapter: Automated Essay Scoring Systems; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 10
Applications of Artificial Intelligence in Assessment for Learning in Schools
It is defined as the final evaluation of student’s learning at the end of an instructional unit by comparing against some standard or benchmark.
Published in Chapter: Applications of Artificial Intelligence in Assessment for Learning in Schools; From: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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Chapter 3
Leveraging Digital and Cloud-Based Tools for Contextualized Assessment of Critical Writing: Best Practices and Design Principles for Learning in Remote Settings
A measurement tool that allows teachers to summarize student learning growth at the end of a unit. It is an activity requiring student production in either written or spoken format that will render a formal evaluation from the teacher.
Published in Chapter: Leveraging Digital and Cloud-Based Tools for Contextualized Assessment of Critical Writing: Best Practices and Design Principles for Learning in Remote Settings; From: Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Chapter 5
Rethinking the Design of School Readiness Assessments
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Chapter 1
Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests
A form of assessment whose purpose is to measure the student’s attainment against a standard scale. It is usually graded.
Published in Chapter: Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests; From: Handbook of Research on Teaching Methods in Language Translation and Interpretation
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Chapter 6
Training Faculty to Motivate Adult Learners Through Best Practices in Online Pedagogy
Evaluation occurring at the end of a learning period to evaluate the achievement of learning objectives.
Published in Chapter: Training Faculty to Motivate Adult Learners Through Best Practices in Online Pedagogy; From: Motivation and Momentum in Adult Online Education
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Chapter 11
Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research
A form of assessment that is usually after the compelling question based on the C3 Framework, in particular to what students had learned from a specific unit.
Published in Chapter: Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research; From: Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
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Chapter 8
Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic
The pedagogical practice of assessing students’ learning using a quantitative approach, aiming at reaching a final score for a certain learning activity.
Published in Chapter: Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic; From: Impact of Digital Transformation in Teacher Training Models
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Chapter 12
Flipped Exams as a Reliable and Formative Assessment Tool in Higher Education: Report of a COVID-19 Methodological Innovation
It evaluates what the student has learnt at the end of the course or of a unit in comparison to some standard and it centers around the result, i.e. the student' attainment of course contents.
Published in Chapter: Flipped Exams as a Reliable and Formative Assessment Tool in Higher Education: Report of a COVID-19 Methodological Innovation; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Chapter 14
A Creative Approach to Assessment: Applications in Youth Spiritual Development
The collection of data at the end of a program or intervention in order to better understand its outcomes and impact.
Published in Chapter: A Creative Approach to Assessment: Applications in Youth Spiritual Development; From: Healing Through the Arts for Non-Clinical Practitioners
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Chapter 8
Towards the Implementation of E-Assessment in L2 IsiZulu: An Examination of Four Listening Comprehension Tests
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Chapter 56
Teacher Directed Instruction for Student Engagement
Defined as “those that are generally carried out at the end of an instructional unit or course of study for the purpose of giving grades or otherwise certifying student proficiency” (Shephard et al., 2005, p. 276).
Published in Chapter: Teacher Directed Instruction for Student Engagement; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 6
Addressing Pedagogical and Linguistic Challenges in CLIL Assessment
Also referred to as “assessment of learning”, this is conceived as an assessment which is conducted at the end of the learning process, and therefore, measuring what students have learned or are able to do. It is often used as a counterpart to formative assessment although summative assessments can also be used in a formative way.
Published in Chapter: Addressing Pedagogical and Linguistic Challenges in CLIL Assessment; From: Global Perspectives on Effective Assessment in English Language Teaching
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Chapter 10
Examining Teacher Perceptions of the Current State of Testing and Assessment
A term used to describe assessment processes at the end of a period of learning that are used to inform educators about learners’ understanding.
Published in Chapter: Examining Teacher Perceptions of the Current State of Testing and Assessment; From: Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Chapter 20
The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer
Summative assessments are tests taken by a student to evaluate performance, knowledge or understanding. They are usually taken at the end of a unit of learning.
Published in Chapter: The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer; From: Handbook of Research on Driving STEM Learning With Educational Technologies
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Chapter 2
Developing Assessment Literacy Through Assessing Classroom Tests: Instruments and Procedures
Final exams and other assessments that measure what students have learned and that are given a grade that may be aggregated into a final course grade.
Published in Chapter: Developing Assessment Literacy Through Assessing Classroom Tests: Instruments and Procedures; From: Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom
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Chapter 5
Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers
Evaluates student learning at the end of the instructional period to collect evidence of student knowledge, skill and proficiency.
Published in Chapter: Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers; From: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Chapter 10
Assessing Student Learning
Assessment that occurs at the end of instruction or a learning activity with the goal of making final evaluations on student performance.
Published in Chapter: Assessing Student Learning; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 444
Mobile Testing System for Developing Language Skills
evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Published in Chapter: Mobile Testing System for Developing Language Skills; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 3
Infection Prevention and Control Training-Design of a Workbook Prototype
A type of assessment implemented after the completion of the learning process to measure learning gains.
Published in Chapter: Infection Prevention and Control Training-Design of a Workbook Prototype; From: Cases on Instructional Design and Performance Outcomes in Medical Education
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Chapter 450
The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
Assessment methods that are used to evaluate student learning and/or achievement at the end of an instructional cycle.
Published in Chapter: The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 4
Student-Centered Learning: Constructive Alignment of Student Learning Outcomes With Activity and Assessment
Entails evaluate student learning at the end of a course by it compares student’s performance against some standard or benchmark.
Published in Chapter: Student-Centered Learning: Constructive Alignment of Student Learning Outcomes With Activity and Assessment; From: Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities
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Chapter 8
Navigating Teaching Evaluations: Interpret to Improve Pedagogy or Ignore to Improve Wellness?
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Chapter 4
From Point A to Point B: Using Assessments to Chart the Path of Integrated Instruction
Tool for determining students’ knowledge and understanding of the objectives from one more lessons after completion.
Published in Chapter: From Point A to Point B: Using Assessments to Chart the Path of Integrated Instruction; From: Handbook of Research on Science Literacy Integration in Classroom Environments
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Chapter 7
Improving Student Engagement in Political Science Courses Through Application of Active Learning and Digital Learning Technologies
The process of evaluating student learning at the end of a learning cycle by comparing student performance to benchmarks and standards.
Published in Chapter: Improving Student Engagement in Political Science Courses Through Application of Active Learning and Digital Learning Technologies; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 8
Effects of Assessment Results on a Writing and Thinking Rubric
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Chapter 8
Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback
Various types of assessments used to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Published in Chapter: Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback; From: Educational Technology and the New World of Persistent Learning
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Chapter 47
Assessment and Learning: A Historical and Theoretical Discussion
Final assessment and evaluation that marks the end of a unit or time period.
Published in Chapter: Assessment and Learning: A Historical and Theoretical Discussion; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 9
Administering Interactive Simulations to Supplement Traditional Clinical Placements
Feedback that is provided with the purpose of comparing to a normal value with the intent of making a determination and subsequent consequence based on performance.
Published in Chapter: Administering Interactive Simulations to Supplement Traditional Clinical Placements; From: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
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Chapter 1
An Application of Bronfenbrenner's Bioecological Theory to the Assessment of Academic Literacies: Reflections From a Teacher Training College
An assessment of learning that typically occurs at the end of a specific instructional period such as at the conclusion of a unit, semester or academic year to measure the overall knowledge, skills and understanding of students.
Published in Chapter: An Application of Bronfenbrenner's Bioecological Theory to the Assessment of Academic Literacies: Reflections From a Teacher Training College; From: Improving Literacy Through Home, School, and Community Partnerships
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Chapter 224
The Open Learning Initiative, Scientifically Designed and Feedback Driven eLearning
Assessment that takes place after an intervention takes place that assessed whether it had the desired effect or not.
Published in Chapter: The Open Learning Initiative, Scientifically Designed and Feedback Driven eLearning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 14
A Common Final Exams Project in an IEP: Rationale and Methodology
Final exams and other assessments that measure what students have learned and that are given a grade that may be aggregated into a final course grade.
Published in Chapter: A Common Final Exams Project in an IEP: Rationale and Methodology; From: Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom
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Chapter 8
Changing Gears in the Assessment Cycle: Preparing for Gradual yet Substantial Shifts
The process or tool used to measure, evaluate, and record student performance that summarizes what was learned or achieved over a unit of study.
Published in Chapter: Changing Gears in the Assessment Cycle: Preparing for Gradual yet Substantial Shifts; From: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Chapter 11
Optimizing Learning Through Activities and Assessments: A TPACK-Based Online Course Design
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Chapter 15
Assessment of EAP Literacies in Diverse and Multilingual Classrooms
Assessment that takes place at the end of a teaching cycle to measure students’ learning e.g., achievement testing.
Published in Chapter: Assessment of EAP Literacies in Diverse and Multilingual Classrooms; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 40
Principles of Student Assessment in Adult Education
An assessment that is used for the broader purpose of examining the entire program and determining its relative merits and future.
Published in Chapter: Principles of Student Assessment in Adult Education; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 14
Assessing Collaborative Learning
Occurs at the end of instruction and provides an evaluation of knowledge development at that point in time. Examples include tests, projects, portfolios, and analytical papers.
Published in Chapter: Assessing Collaborative Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 2
Assessment Types and Methods in Distance Learning
A type of assessment that aims to measure the achievement of students, hence presents information about student performance.
Published in Chapter: Assessment Types and Methods in Distance Learning; From: Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
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Chapter 15
Trauma-Informed and Inclusive Assessment of Productive Skills in Online Emergency ELT Classes: A Netnography Study of an English Language Training Center
Assessment practices usually conducted at the end of a course, a semester, or an academic year since it summarizes all the content that a student has learned after a long process.
Published in Chapter: Trauma-Informed and Inclusive Assessment of Productive Skills in Online Emergency ELT Classes: A Netnography Study of an English Language Training Center; From: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
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Chapter 92
The Relationship Between Assessment and Evaluation in CSCL
It aims to produce a comprehensive judgment on the learning outcomes of an individual student. Typically, summative assessment is quantitative and uses numeric scores or letter grades.
Published in Chapter: The Relationship Between Assessment and Evaluation in CSCL; From: Encyclopedia of Information Communication Technology
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Chapter 10
Adaptive Computer Assisted Assessment
A type of assessment in which the goal is to evaluate the students by giving them a score, and finding out whether they have enough level to pass the subject or not. For example, by testing the students with an exam.
Published in Chapter: Adaptive Computer Assisted Assessment; From: Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
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Chapter 1
Engaging Students' Learning in the Built Environment Through Active Learning
Accountability-oriented assessment. The use of data assembled at the end of a particular sequence of activities, to provide a macro view of teaching, learning, and institutional effectiveness.
Published in Chapter: Engaging Students' Learning in the Built Environment Through Active Learning; From: Claiming Identity Through Redefined Teaching in Construction Programs
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Chapter 21
Computer-Based Assessment
Refers to the assessment of the learning and summarises the development of learners at a particular time.
Published in Chapter: Computer-Based Assessment; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 6
Assessment and Paradigms
At the end of process or at the end of a lesson/course.
Published in Chapter: Assessment and Paradigms; From: Analyzing Paradigms Used in Education and Educational Psychology
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Chapter 45
A Formative Analysis of Interactive Classroom Communication Systems Used in Secondary School Classrooms
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Chapter 1
The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice
The process or tool used to measure, evaluate, and record student performance that summarizes what was learned or achieved over a unit of study.
Published in Chapter: The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
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Chapter 5
Re-Purposing Summative Assessment as Formative: A Reflective Guide to Facilitating Deep Learning
The results of summative assessments are used to grade students at the end of the course or to accredit at the end of a program.
Published in Chapter: Re-Purposing Summative Assessment as Formative: A Reflective Guide to Facilitating Deep Learning; From: Claiming Identity Through Redefined Teaching in Construction Programs
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Chapter 10
Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework
Evaluating students’ language development to provide overall feedback after certain amount of learning takes place.
Published in Chapter: Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework; From: Handbook of Research on Perspectives in Foreign Language Assessment
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Chapter 20
Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe
Used to evaluate student learning, skill acquisition, and academic achievement at the end of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.
Published in Chapter: Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
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Chapter 14
Ubuntu Philosophy and Online Assessment in Higher Education Institutions
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Chapter 3
Increasing Student Engagement in Remote Learning Using Self-Assessment
The process of evaluating student learning at the conclusion of a specific instructional period to determine academic achievement as compared to an academic standard or learning goal.
Published in Chapter: Increasing Student Engagement in Remote Learning Using Self-Assessment; From: Engaging Students With Disabilities in Remote Learning Environments
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Chapter 23
Using Mathematics Digital Interactive Notebooks as Authentic Integrated Online Assessments
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