A proficient educator will utilize two types of assessment: formative and summative. Formative assessment is used to evaluate a student’s progress so that instruction may be modified for purposes of improvement. Formative assessment is not a final evaluation, but rather a feedback process whereby the teacher can make proper adjustments with the goal of increased comprehension. Formative assessment keeps student improvement at the forefront.
The goal of summative assessment is to determine a student’s mastery level after a specified period of time. Summative assessment is often used to issue a final grade or mark at the conclusion of the instructional period. Summative assessment is somewhat final and culminating in nature, as the period of instruction has ended, and final evaluation of mastery of content is made.
Careful educators engage in formative assessment more frequently than we might realize. Walking into the classroom, they immediately gather feedback via body language as to whether or not a student is apt to participate or will need significant motivation at the outset. An attentive teacher decides minute by minute which student should be called upon, based on confidence level and other factors. Teachers ask questions, give quizzes, engage in discussion, monitor guided practice, and utilize many other methods to gauge the success of instruction on a weekly, daily, and hourly basis.
The constant barrage of feedback an educator receives enables him to adjust instructional methods in order to improve student learning. If teachers teach simply to assign grades, the paradigm is both useless and ugly. Assessment should happen – whether or not accompanied by a grade – in order to make changes as necessary for the success of student learning. An educator ought to take in the streaming feedback and use it to modify instruction. Sometimes the formative assessment assures a teacher she has reached the goal of student mastery, and sometimes the assessment prods the educator to re-approach the method of instruction in order to see a greater – or broader – level of student mastery reached.
If I think I have taught a brilliant lesson with the objective of students being able to solve a quadratic equation, but at the conclusion of the lesson only ten percent of the class is able to actually solve an equation, then I need to make adjustments. Perhaps I moved too quickly through the material (as quadratic equations excite me!). Or maybe I did not provide enough guided practice. Whatever the case, I know that I must work again toward my objective, for my goal is to see my students able to solve quadratic equations. Their success is my vision.
Though the subject of assessment is popular in both Christian and non-Christian educational settings, the fact is that assessment’s truth is rooted in the Bible. All truth is God’s truth. Whether humanist educators acknowledge the fact or not, a proper view of assessment is drawn from God Himself; for He is the Creator of the world and all its learners.
Amazingly, both formative and summative assessments are seriously Biblical in nature. Does God test His people? Absolutely! When He tests people, what is His goal? Is His goal our destruction? Never! His goal is that we grow in grace and knowledge and become more like Him. In I Peter 1:7, we are told that God’s desire is that our trials result in praise, glory, and honor when Jesus Christ is revealed. Though testing is often painful in a multitude of ways, God’s goal is that we grow. He desires we become stronger and better in Him (James 1:2-4). He assesses us – not in order to modify His ways – but to see us modify our lives – that we might be complete in Him.
Just as much as formative assessment flows from the heart of God, so does summative assessment; though this fact is more sobering. While God tests us in this life in order that we might grow, there is coming a day when every person will face God’s summative assessment. He will finally – at the end of history – demand an accounting of each one of us and assign us to our final destiny. Those who have rejected Him will face eternal damnation (Revelation 20:11-15). Those who have clung to Him will face a final evaluation of their lives for the purpose of ultimate reward (I Corinthians 3:11-15; II Corinthians 5:10). At this point, there will be no chance for improvement – no time for modification. God’s summative assessment will have taken place.
We see that effective educators will be adhering to Biblical truth when they employ both formative and summative assessment, demonstrating once again that all truth is God’s truth. May educators reflect the grace and love of God in their employment of formative assessment, and may teachers reflect the reality of human accountability to God when they utilize summative assessment.