In the IB MYP Mathematics curriculum, formative and summative assessments serve distinct purposes in evaluating student learning. Here’s a breakdown of the differences and key ideas behind each type of assessment:
Formative assessments are ongoing checks for understanding throughout the learning process. Their primary goal is to provide feedback that helps both teachers and students identify areas where improvement is needed, guide instruction, and support student growth.
Summative assessments evaluate the student’s understanding and mastery of the mathematical concepts at the end of a learning unit or course. These assessments aim to measure what students have learned after instruction has taken place.
Using Both as Measurement Tools in the MYP Mathematics Classroom:
- Balanced Approach: Both formative and summative assessments should be used to give a holistic picture of student learning. Formative assessments help in tracking progress, and summative assessments evaluate the mastery of concepts.
- Scaffolding Learning: Formative assessments guide students in preparing for summative assessments by identifying areas that need further attention.
- Actionable Data for Teachers: Formative assessments allow teachers to adjust instruction in real-time, while summative assessments give teachers data on the effectiveness of instruction over time.