Disadvantages Of Summative Assessment

Assessment:
"We plan. We develop. We deliver. We assess and evaluate the results of the assessment. We revise, deliver the revised material, and assess and evaluate again. Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued." (E.S. Grassian)
A research was conducted by the observer in his/her placement school to identify the link between assessment and learning and why do we assess pupils? After reviewing the school’s Assessment Policy and through observations conducted on a low ability year 5 Numeracy lessons, the observer was able to distinguish the link between two kinds of assessments with regard to learning:
1. Summative

These assessments are given before admission using Cognitive Ability Test (CAT4) or at the beginning of the curriculum year or before issuing the End of Term Reports using the Standardised Assessment Tests.
The Summative assessment has secured a prominent role in the education system (Lambert and Lines, 2000) of the school still it holds within cons and pros:
Observed Pros:
• The Summative assessments are beneficial for the 95% of the school students whose families move continuously; students around the globe share the same set of assessments for they are learning the same curriculum.
• Owing to the fact that they all teach the same curriculum regardless where they come from; The Summative assessments enhanced teachers’ collaboration and professional development. It allowed them to share their best practices with each other and apply it, as well as providing the opportunity for meaningful professional development as the education community is all on the same page. (Anderson, no date)
Observed

. ‘Develop self-respect and self-discipline’. (The National Curriculum: Statement of Values (QCA 1999). Hence; the teacher always ask the students at the end of the lesson to traffic light their work (Atkin et al., 2001), marking it with a green, yellow, or red dot to indicate the level of help they need. S/he also encourages them to provide descriptive feedback to one another when they peer-assess, each other, while the teacher’s feedback for students is written in green dots and refers back to the learning objectives in order to identify children’s achievements and the successful work and highlight required progress areas of development. (Anderson, no