Purpose & Balance – Formative and Summative in Harmony
Use assessment for learning as well as of learning — building a culture of reflection, not fear.
So far, we’ve focused on writing better questions. Now we need to ask a deeper one: What are those questions for? The same quiz or paper can be formative or summative depending on how we use the information that comes out of it. That idea — use, not form — is the foundation of purposeful assessment.
Two Purposes, One Goal
| Purpose | Description | Typical Use |
|---|---|---|
| Assessment for Learning (Formative) | Short, frequent, low-stakes checks that guide teaching while learning happens. | Retrieval questions, hinge questions, exit tickets, mini whiteboards, peer or self marking. |
| Assessment of Learning (Summative) | Judgements made after learning to certify, report, or benchmark progress. | End-of-unit tests, term exams, coursework, or national examinations. |
Assessment for Learning – The Formative Cycle
Formative assessment is “minute-by-minute and day-by-day” adjustment (Wiliam). It isn’t a format; it’s a way of thinking about evidence. Five strategies anchor this work: clarify goals, elicit evidence, give feedback, activate peers, and activate ownership.
These sit naturally within the EEF’s Seven-Step Metacognition Model, which structures how students plan, monitor, and evaluate their thinking.
From Theory to Practice – A Lesson in Balance
Context: Year 9 Science in Bangladesh – “Why do some materials heat up faster than others?” The teacher’s aim is to surface and reshape mental models of heat transfer — the same reasoning that later appears in summative papers.
The 7-Step Metacognition Spine (with formative moves)
Step 1 – Activating Prior Knowledge
Prediction: “Two identical cups — one metal, one plastic. Same hot water. Which feels hotter after a minute, and why?” Misconceptions (e.g., “metal makes heat”) surface immediately.
- Formative Elicit prior thinking in seconds; log common errors.
- Reflection “These are hypotheses — we’ll test them.”
Step 2 – Explicit Strategy Instruction
Frame the cognitive process: observe → compare → explain using the lens of conduction.
Step 3 – Modelling of Strategy
Live demo + think-aloud: “Both cups are 80 °C, but metal conducts heat to my hand faster…” Sketch arrows for conduction; ask, “What assumption am I making?”
Step 4 – Memorisation of Strategy
Quick retrieval: “In one sentence — why does metal feel hotter?” Cold-call, reformulate, check precision of language.
Step 5 – Guided Practice
Pairs explain a new scenario (metal vs wooden spoon at room temperature). Teacher circulates with targeted questions; spotlights strong reasoning for all.
Step 6 – Independent Practice
Students write a short explanation. Teacher uses live-marking under a visualiser: annotate two anonymised examples; class suggests one improvement; students revise immediately.
Step 7 – Structured Reflection
Exit prompt: “What did I change my mind about? What strategy helped me?” Teacher uses responses to plan the next lesson and shares strong examples at the start of the next class.
Bridging to Summative Learning
Two weeks later, the end-of-unit test asks: “Compare the rate of temperature change in metal and plastic cups and explain your reasoning.” Every formative step has rehearsed this cognitive demand. After marking, run a short exam wrapper to analyse strengths, misconceptions, and next steps.
Assessment of Learning – The Summative Function
Summative assessments remain vital for certification and reporting — but only when they reflect genuine learning. They become harmful when they narrow the curriculum or replace feedback with fear.
“High-stakes tests aren’t the enemy. Misaligned and misunderstood ones are.” – Daisy Christodoulou
When summative questions mirror the reasoning, complexity, and vocabulary rehearsed in formative work, they reinforce rather than distort learning. Teachers can then use results diagnostically — for reteaching, not ranking. Summative isn’t a finish line; it’s a mirror. Its value depends on what we do with that mirror next.
Making Summative Serve Formative
“Formative use of summative tests” (Wiliam) captures the bridge. The test doesn’t change — its purpose does. Summative evidence becomes formative when we: (1) analyse why answers were right/wrong; (2) identify the strategies behind performance; (3) feed insights forward into new learning.
Practical Techniques Teachers Can Try
| Technique | What it looks like | Why it works |
|---|---|---|
| Comments before grades | Return scripts with actionable feedback but no marks for 24 hours. | Students process comments first; reduces comparison anxiety. |
| Edit & resubmit one section | Students revise a paragraph or worked step based on feedback before the final mark. | Turns marking into learning; immediate application. |
| Exam wrappers | Quick reflection: “What went well? What confused me? What will I do differently?” | Builds metacognitive awareness of study habits. |
| Error-pattern analysis | Collate common misconceptions and reteach them explicitly in the next lesson. | Converts marking data into curriculum planning. |
| Low-stakes reattempts | Allow partial retakes of key items or parallel questions. | Makes progress visible; reduces fear and supports mastery. |
From Feedback to Self-Reflection
After each assessment, train students to pause and ask:
- What did I understand well?
- Where did I go wrong, and why?
- What will I do differently next time?
Model this openly with anonymised examples: “Here’s a common slip — how would we fix it?” Over time, these routines build assessment literacy — students interpret feedback rather than fear it.
In Practice – Turning a Test into a Teaching Tool
Subject: English Language (Summary Writing)
- Mark one section in depth (e.g., summary question) with two coded comments — one strength, one next step — but no grade.
- Begin next lesson with a 10-minute rewrite of that section.
- Circulate for quick verbal prompts; reveal grades only after resubmission.
- Finish with a 2-minute exam wrapper: “What helped me improve?” “What error did I fix?”
Same test, two purposes — evidence for grading and fuel for growth. Culture outcome: reflection, not fear.
Practical Steps for Teachers
| Step | Action | Why it Matters |
|---|---|---|
| 1 | Plan topics with both learning checks and performance checks. | Aligns daily formative work with summative outcomes. |
| 2 | Give feedback that focuses on next steps, not marks. | Promotes growth over grades. |
| 3 | Revisit summative questions in class for discussion and reteaching. | Turns tests into learning tools. |
| 4 | Track misconceptions as well as marks. | Shows conceptual progress, not just scores. |
| 5 | Make error analysis public and safe. | Normalises reflection without fear. |
The Mindset Shift
The goal isn’t fewer tests — it’s better use of every test. When teachers and students both see assessment as information, not judgement, fear gives way to reflection. “If we want to improve learning, we must change what we do with the evidence.” – Dylan Wiliam
Further Reading
- Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree.
- Wiliam, D. (2006). Integrating Summative and Formative Functions of Assessment.
- Christodoulou, D. (2016). Making Good Progress? Oxford University Press.
- Education Endowment Foundation (2018). Metacognition and Self-Regulated Learning – Seven-Step Model. PDF
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