An assessment can serve multiple purposes and functions (van Berkel et al., 2023). Van Schilt-Mol (2021) distinguishes three key functions of assessment, with multiple functions potentially applying to a single assessment.

1. Summative or decision-making function

An assessment with a summative function is used to make a formal decision. For example, a student may be admitted to a course or programme (assessment as a selection tool) or successfully complete a course or programme (assessment as a qualification tool). The result of a summative assessment is typically expressed as a grade (e.g., on a 1–10 scale) or a qualitative judgment (e.g., fail/satisfactory/good/excellent or pass/fail). When the result is satisfactory or a pass, the student earns credits or obtains a certificate or diploma. This type of assessment therefore has consequences for the student’s academic progress.

2. Formative or learning function

An assessment with a formative function provides the student with feedback on their progress and helps indicate what still needs to be done to achieve the learning objectives. This type of assessment enables the teacher to guide and support the student’s learning process. In practice, when an assessment is used primarily for summative purposes, its formative value often diminishes—students tend to focus more on the result than on the information the assessment provides for further development (Winstone & Boud, 2020).

3. Evaluative function

The evaluative function of assessments refers to the teacher’s insight into the quality of the education provided. These insights enable the teacher to adjust and improve both the course design and their own teaching methods. Assessment results can thus serve as valuable input for curriculum development and for monitoring and improving the overall quality of a program. In most cases, you can use any assessment as an evaluation tool.

References

• Van Berkel, H., Bax, L., Joosten-ten Brinke, D., Beekman, K. &, Schilt-Mol, T. van. (2023). Toetsing in het hoger onderwijs. Boom.
• Van Schilt-Mol, T. (2021). Eigentijds beoordelen en beslissen [Lectorale rede, Hogeschool van Arnhem en Nijmegen]. https://www.han.nl/onderzoek/lectoraten/lectoraat-eigentijds-beoordelen-en-beslissen/#
• Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education: A theoretical study. Assessment & Evaluation in Higher Education, 45(5), 682–694. https://doi.org/10.1080/02602938.2019.1663111