Summative assessment is typically conducted at the end of a unit or course to evaluate student learning and achievement. It provides a snapshot of what students have learned and retained.

Formative assessments are typically used to provide ongoing feedback to students during the learning process, while summative assessments are conducted at the end of a unit or course to evaluate student achievement.

Summative assessment is conducted at the end of a unit or course, while formative assessment is conducted throughout the learning process. Summative assessment is used to evaluate student achievement, while formative assessment is used to provide feedback and identify areas for improvement. Summative assessment is typically more formal than formative assessment.

Summative assessment provides a snapshot of student achievement at the end of a unit or course, can be used to identify students who need additional support, can help teachers identify areas where they need to improve their instruction, and can motivate students to study and learn.

It can be difficult to design summative assessments that are fair and reliable. Summative assessments can be stressful for students. Summative assessments may not provide timely feedback to students.

Summative assessment can be used to provide students with feedback on their strengths and weaknesses, help students identify areas where they need to improve, and motivate students to study and learn.

Standardized tests, portfolios, projects, and essays are all common types of summative assessments.

A good summative assessment should be fair and reliable, aligned with the learning objectives, and provide timely feedback to students. It should not be challenging but not impossible.

Teachers can use summative assessment data to identify areas where students need additional support, identify areas where they need to improve their instruction, and make adjustments to their curriculum and instructional strategies.

Summative assessment is used to evaluate the effectiveness of schools and teachers, make decisions about student promotion and graduation, and identify students who need additional support.

Summative assessments should be fair and equitable for all students, should not be biased against any particular group of students, and should be used for their intended purpose and not for other purposes.

Summative assessment can be used to provide students with feedback on their strengths and weaknesses, help students identify areas where they need to improve, and encourage students to reflect on their learning process.

The use of technology to deliver and score summative assessments, the use of adaptive assessments that adjust to the individual needs of students, and the use of performance-based assessments that require students to demonstrate their skills and knowledge in real-world contexts are all emerging trends in summative assessment.

It can be difficult to ensure that students are completing summative assessments independently, prevent students from cheating on summative assessments, and provide timely feedback to students on summative assessments in online learning environments.

Summative assessment can be used to support students with disabilities by providing them with accommodations and modifications that allow them to access and participate in summative assessments, using summative assessments that are designed to be accessible to students with disabilities, and providing students with feedback on their strengths and weaknesses that is specific to their disability.