Formative and Summative Assessment for Primary Schools in UK

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Jessup reported that the Organization for Economic Cooperation and Development (OECD) has discovered in 2005 that summative assessments improve attendance to instructions and promote retention of learning (2007, p. 7). Citing the study of Stiggins (2004, p. 2), Jessup also reported that summative assessments benefit low-performing students and the feature can help reduce the learning gaps among minorities and peoples.
Formative assessments are used to inform instructions by providing the students with vital insights and understanding of their own learning needs and styles (Jessup 2005, p. 6). There are several objectives associated with formative assessments. One objective pertains to the need to assess the gains from using or availing a mode of instructions or education program (Jessup 2005, p. 6). Another possible objective for formative assessment is associated with the need to improve the equity of student outcomes (Jessup 2005, p. 7). Jessup observed that not only are the schools that have employed formative assessments experienced academic gains. students who were previously underachieving or lagging behind also experienced academic (2005, p. 7).
In the experience of the United Kingdom covering students at the primary level, Wilmut (2005, p. 47) said that the term formative assessment has been in use for more than 30 years but recently the term has been displaced for by the more self-evident ‘assessment for learning’ to distinguish it from summative assessment that may be seen to be ‘assessment of learning’. The Wilmut material focused on summative assessment but covered formative assessment as well. Further, the Wilmut assessment covered the primary as well as the high school levels in the United Kingdom.