Running Head: USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE

ACHIEVEMENT

Using Summative Assessments Formatively to Increase Achievement

Christie L. Curran
National University

USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE ACHIEVEMENT

Abstract
The following paper examines a study conducted in a second grade classroom where a teacher
used assignments typically used as a formative assessment as a summative assessment in order to
encourage student self-reflection, and raise their scores on summative assessments. It includes
the benefits of using such a strategy, similar strategies I have used when teaching middle school
language arts that I have applied in my own classroom.

USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE ACHIEVEMENT

Using Summative Assessments Formatively to Increase Achievement

For my literature review, I reviewed a journal article which examined using assignments
typically used as summative assessments as formative assessments in order to promote selfregulation in students and an increase in scores (Lam, 2012, p. 69). This summative assessment
that was used formatively was a writing assessment that included interactive and activity based
lessons which provided students with opportunities to discuss with each other and share
thoughts on the test syllabus following completion of the activity (Lam, 2012, p. 72). One of
the goals of these interactive writing activities was to incorporate pre-test preparation lessons
that should promote active revision strategies (Lam, 2012, p. 72). One key component is the
active revision strategies. Following each lesson, the teacher made time for students to reflect
on successes and areas for improvement and revise their work accordingly.
I found the foundation of this study to be effective in that I liked that it allowed students
to be actively participate with the writing assignment, discuss it with their peers, and discuss as a
class; evaluating their strengths and weaknesses, and then correct their mistakes. This at times,
may be a more effective way to administer an assessment, because it is likely that seeing the
summative assessment beforehand and working gradually toward improving on it would
eliminate quite a bit of the anxiety students at times feel when they do not know what to expect
or misunderstand parts of the prompt. The teacher in this study experienced positive results, and
noted that she felt active participation in the assessment process is the key to productive
language and better test and exam outcomes (Lam, 2012, p. 72). In other words, the element of
discussion added to these lessons was integral in promoting comprehension. This success was
reflected in an increase in her students scores, and based on this, she concluded that this method
was successful (Lam, 2012, p. 72). Further positive results would help solidify this claim, and

USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE ACHIEVEMENT

moving forward, she plans to integrate self assessment as part of classroom routines, because
when students performed self-assessment independently after each teaching unit, ideally they
could notice the strengths and weaknesses of their performance more easily and thus take
remedial actions to improve future learning (Lam, 2012, p. 72).
I agree that the strategy of giving students summative assessments as formative
assessments can be very valuable in student learning. However, I feel it would be difficult to
incorporate into a standardized test format; and is most effectively implemented in writing or
project based learning. In my own classroom, about a week before I administer their literature
exams on a short story or novel, I provide my students with the essay question that portion of
their summative test that they will need to answer. In this paragraph, they are required to answer
multiple parts of a higher-level thinking question and incorporate text evidence. I have students
write a practice answer in a notebook that they use for warm-ups and they then trade with a
partner, who uses my rubric to make suggestions on the work of their classmates. They can then
study this rough draft for their test, but are not allowed to use it. After the first few tests, I often
meet with students and discuss their paragraphs and why they lost points if applicable as the
class works in small groups on another activity. Students can earn additional points for making
revisions to their work and re-submitting it.
I have found this technique of using a summative exam formatively to be incredibly
helpful, because often it clears up misconceptions on what the question is asking before the test.
In addition, by discussing their work directly with the student, and requiring them to revise it,
they often improve more in their writing, as some students will not even bother to read
comments that I put on their work if I simply handed it back. I can incorporate the strategies
found in this study into my own classroom by collecting and reading myself their answers to

USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE ACHIEVEMENT

paragraphs before the test instead of just allowing for peer edits. However, I feel whether or not
I would do this would depend on the assignment; at times a broader knowledge base is needed
before a summative test could be administered or peer edits may be sufficient.

USING SUMMATIVE ASSESSMENTS FORMATIVELY TO INCREASE ACHIEVEMENT

References
Lam, R. (2013). Formative use of summative tests: Using test preparation to promote
performance and self-regulation. Asia-Pacific Educational Research, 22. 69-78.