Formative assessments (known as assessment for learning)

Ongoing assessment that can include reviews, observations, feedback, essays, reports, journals, learning logs, the minute paper, concept maps, directed summarization, anecdotal records, diagnostic tests or quizzes, and self or peer feedback. Since assessment should be about learning, formative assessment can be used for actual achievement. This type of assessment can be used by teachers and also by students during the instruction. Feedback allows adjustment of ongoing teaching and learning during the work process in order to improve the achievement towards intended outcomes. For example, a formative assessment would be teacher review and responses to journal entries. Formative feedback provides more positive attitudes for learning.

Summative assessments (known as assessment of learning)

End of chapter, unit, or semester tests. Summative assessments evaluate work after completion and focuses on a final product. For example, an example of a summative assessment would be a state achievement test or an end of chapter or unit test. In rapidly changing environments, summative assessments are not as relevant (from Karl Fisch.)

Suggestion: Plan with standards and outcomes in mind. Understanding by Design and Universal Design for Learning is the best way to do so.

A future change in assessment.

Universities discussing nor using grades and using formative assessment:
Great blog post on assessment here.
Texas superintendents re-visioning learning and assessment:
Change in science instruction in Minnesota:
Change in Washington science standards:

Classroom Assessment and the Science Education Standards
Performance assessment
Creating performance assessments

Performance assessments in science
How to create a performance assessment

Constructivist/Performance Assessments

The three story intellect