These come at the end of a chunk of instruction and measure what students have learned. Examples include tests, final exams, performance tasks, culminating projects, and work portfolios. Summative assessments usually “count” – students are graded on them.
|Primary Users||Teachers, supervisors, program planners, policy makers|
|Reasons for Assessing||Document individual achievement of standards-based learning targets; measure achievement status at a point in time for purposes of reporting; grading, advancement, graduation|
|Focus of Assessment||Standards; benchmark indicators|
|Place in Time||Event after learning|
|Teacher’s Role||Design/select and administer quality assessments to ensure accurate information; use results to inform students if learning targets were met; interpret results for parents; track results for grading and reporting purposes|
|Student’s Role||Take responsibility for learning through study, inquiry, and seeking support; complete assessments with quality; strive for the highest score|
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Individual Assessment in Group Work