Comprehensive assessment system framework: summative, interim, and formative assessments with complementary purposes¶

Theory · All theories
Evidence · no claims cited

Description¶

The article organizes assessment around a framework in which "multiple forms of assessment that each emphasize a different purpose and use" complement one another across levels of an education agency. Summative assessment samples tasks from a broadly defined curriculum to determine proficiency; interim assessment (MAP Growth) measures achievement and growth during terms; formative assessment consists of frequent instructional practices aligned to lessons. The framework assigns each type a distinct decision-making role.

Design Implications¶

Context¶

Requirements¶

• Each assessment type must emphasize a different purpose and use, with data appropriate for decision-making at every level of an education agency

Constraints¶

• Summative results are usually available after instruction has completed, giving them "very limited utility for measuring student progress during the year or informing instructional decisions"

Target Learners¶

• K-12 students

Target Learning Objectives¶

• Measuring achievement and growth in reading, mathematics, language usage, and science

Claims¶

Related Theories¶

• MAP Growth theory of action within a comprehensive assessment system

Examples¶

• Combine formative assessment information with MAP Growth scores for instructional decisions

Key Sources¶

• Meyer, J. P., & Dahlin, M. (2022). MAP Growth theory of action. NWEA. https://www.nwea.org/research/publication/map-growth-theory-of-action/