Formative and summative assessment - a harmonious relationship?

This paper 1 explores the extent to which assessment information can be used for both summative and formative purposes, without the use for one purpose endangering the effectiveness of use for the other. Some of those involved in developing assessment have argued that the distinction is not helpful and that we should simply strive for ‘good assessment’. Good formative assessment will support good judgements by teachers about student progress and levels of attainment (AifL, 2004) and good summative assessment will provide feedback that can be used to help learning. Maxwell (2004) describes progressive assessment, which we consider below, as blurring the boundary between formative and summative assessment. However, it remains the case that formative and summative are different purposes of assessment and while the same information may be used for both, it is necessary to ensure that the information is used in ways that serve these purposes. It seems that, under current arrangements, in practice information is gathered initially with one of these purposes in mind and may or may not be used for the other. These are arguments to return to after looking at these current practices and considering the possibility of collecting information designed for both purposes.