---
title: "Formative vs. Summative Assessments"
artifact: "summary"
resource_person: "Dr Lindsay O'Neill"
resource_person_role: "Instructional designer and educator"
vertical: "assessment"
module: "Assessment Principles"
lesson: "Formative vs. Summative Assessments"
lesson_key: "formative-vs-summative-assessments"
source: "curated"
source_channel: "Lindsay O'Neill, MLIS, EdD"
---
# Formative vs. Summative Assessments

**Resource person:** Dr Lindsay O'Neill - Instructional designer and educator

**Curated from:** Lindsay O'Neill, MLIS, EdD

## Summary

Formative assessment gathers evidence while there is still time to change what happens next. An exit ticket, hinge question, draft, poll, or short conference can show where understanding is secure and where it is fragile. The teacher uses that evidence to choose a response; the learner uses it to choose a next step.

Summative assessment takes stock after a substantial period of learning. A final examination, performance, portfolio, or project can certify achievement against course outcomes. The distinction rests on purpose and use. A quiz becomes formative when its results shape subsequent teaching and learning. The same quiz can serve a summative purpose when it is recorded as an endpoint judgment.

A sound course uses both. Formative checks should be low-friction, closely tied to the current learning goal, and quick enough to influence the next lesson. Summative tasks should sample the intended outcomes fairly and ask students to demonstrate the kind of knowledge or performance the course values. Planning them together reduces surprises and gives students several chances to act on evidence before the final judgment.