Summative Assessment: some guidelines and Exemplars
This site is evolving and we would welcome some additional exemplars: barrie@niacedc.org.uk

Summative assessment is ‘the proof of the pudding’ for learners, tutors/leaders and managers of provision. It is about the review of overall progress and achievement at the end of a programme. It should indicate the ‘value added’ and ‘distance travelled’ by learners/participants during a course, programme or community activity.

It is the ultimate indicator of the quality of a course, programme or community activity and plays an important part in internal and external moderation processes and institutional Self Assessment processes. It will include learner self-assessment and summative assessment by the tutor.

It will be related to the appropriately challenging learning objectives identified at the beginning of, and during, the programme/activity , as appropriate. It may include recognition of learning outcomes not specified during the programme.

Good practice includes:

• Pulling together all the measurement processes that have been used throughout the programme to provide a summative view of ‘value-added’ and ‘distance travelled’
• Using appropriate assessment tools for individuals and contexts, including: records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual/group progress and achievement learners’ files, journals, diaries, portfolios, artwork; videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, artefacts, photographs and other forms of evidence
• Checking whether the course met learners’ initial expectations.
• Comparing learners’ perceptions of knowledge/skill levels at the beginning of the course with those at the end.
• Identifying additional aspects people might have gained e.g. confidence, social skills, increased employability.
• Identifying future plans and progression.