Integrating summative and formative functions of assessment

摘要: This paper suggests ways in which the tension between summative and formative functions of assessment might be ameliorated. Following Messick, it is suggested that consideration social consequences essential validation assessments, argued most assessments are interpreted not with respect to norms criteria, but by reference constructs shared amongst communities assessors. Formative defined as all those activities undertaken teachers learners provide information used feedback modify teaching learning they engaged, characterised four elements: questioning, feedback, sharing quality criteria student self-assessment. Assessment then considered a cycle three phases (eliciting evidence, interpreting taking action), tensions can ameliorated for each these phases.