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10 Summative Assessment Examples to Try This School Year

Elementary students taking a summative assessment in a classroom.

Written by Jordan Nisbet

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Turn math assessments into enjoyable experiences with Prodigy's game-based approach. Get ready for eager learners!

  • Teaching Strategies
  • A formative and summative assessment definition
  • Difference between formative and summative assessment
  • Pros and cons of summative assessment
  • 9 effective and engaging summative assessment examples
  • Helpful summative assessment strategies

When gauging student learning, two approaches likely come to mind: a formative or summative assessment.

Fortunately, feeling pressure to choose one or the other isn’t necessary. These two types of learning assessment actually serve different and necessary purposes. 

Definitions: What’s the difference between formative and summative assessment?

summative assessment examples for kindergarten

Formative assessment occurs regularly throughout a unit, chapter, or term to help track not only how student learning is improving, but how your teaching can, too.

According to a WestEd article , teachers love using various formative assessments because they help meet students’ individual learning needs and foster an environment for ongoing feedback.

Take one-minute papers, for example. Giving your students a solo writing task about today’s lesson can help you see how well students understand new content.

Catching these struggles or learning gaps immediately is better than finding out during a summative assessment.

Such an assessment could include:

  • In-lesson polls
  • Partner quizzes
  • Self-evaluations
  • Ed-tech games
  • One-minute papers
  • Visuals (e.g., diagrams, charts or maps) to demonstrate learning
  • Exit tickets

So, what is a summative assessment?

summative assessment examples for kindergarten

Credit: Alberto G.

It occurs at the end of a unit, chapter, or term and is most commonly associated with final projects, standardized tests, or district benchmarks.

Typically heavily weighted and graded, it evaluates what a student has learned and how much they understand.

There are various types of summative assessment. Here are some common examples of summative assessment in practice:

  • End-of-unit test
  • End-of-chapter test
  • Achievement tests
  • Standardized tests
  • Final projects or portfolios

Teachers and administrators use the final result to assess student progress, and to evaluate schools and districts. For teachers, this could mean changing how you teach a certain unit or chapter. For administrators, this data could help clarify which programs (if any) require tweaking or removal.

The differences between formative and summative assessment

While we just defined the two, there are five key differences between formative and summative assessments requiring a more in-depth explanation.

Formative assessment:

  • Occurs through a chapter or unit
  • Improves how students learn
  • Covers small content areas
  • Monitors how students are learning
  • Focuses on the process of student learning

Summative assessment:

  • Occurs at the end of a chapter or unit
  • Evaluates what students learn
  • Covers complete content areas
  • Assigns a grade to students' understanding
  • Emphasizes the product of student learning

During vs after

Teachers use formative assessment at many points during a unit or chapter to help guide student learning.

Summative assessment comes in after completing a content area to gauge student understanding.

Improving vs evaluating

If anyone knows how much the learning process is a constant work in progress, it’s you! This is why formative assessment is so helpful — it won’t always guarantee students understand concepts, but it will improve how they learn.

Summative assessment, on the other hand, simply evaluates what they’ve learned. In her book, Balanced Assessment: From Formative to Summative, renowned educator Kay Burke writes, “The only feedback comes in the form of a letter grade, percentage grade, pass/fail grade, or label such as ‘exceeds standards’ or ‘needs improvement.’”

summative assessment examples for kindergarten

Little vs large

Let’s say chapter one in the math textbook has three subchapters (i.e., 1.1, 1.2 and 1.3). A teacher conducting formative assessments will assign mini tasks or assignments throughout each individual content area.

Whereas, if you’d like an idea of how your class understood the complete chapter, you’d give them a test covering a large content area including all three parts.

Monitoring vs grading

Formative assessment is extremely effective as a means to monitor individual students’ learning styles. It helps catch problems early, giving you more time to address and adapt to different problem areas.

Summative assessments are used to evaluate and grade students’ overall understanding of what you’ve taught. Think report card comments: did students achieve the learning goal(s) you set for them or not?

😮 😄 😂 #reportcard #funny #memes #comics #samecooke #schooldays #music #classic #letsgo #gooutmore #showlove pic.twitter.com/qQ2jen1Z8k — Goldstar Events (@goldstar) January 20, 2019

Process vs product

“It’s not about the destination; it’s about the journey”? This age-old saying sums up formative and summative assessments fairly accurately.

The former focuses on the process of student learning. You’ll use it to identify areas of strength and weakness among your students — and to make necessary changes to accommodate their learning needs.

The latter emphasizes the product of student learning. To discover the product’s “value”, you can ask yourself questions, such as: At the end of an instructional unit, did the student’s grade exceed the class standard, or pass according to a district’s benchmark?

In other words, formative methods are an assessment for learning whereas summative ones are an assessment of learning .

Now that you’ve got a more thorough understanding of these evaluations, let’s dive into the love-hate relationship teachers like yourself may have with summative assessments.

Perceived disadvantages of summative assessment

The pros are plenty. However, before getting to that list, let’s outline some of its perceived cons. Summative assessment may:

1) Offer minimal room for creativity

Rigid and strict assignments or tests can lead to a regurgitation of information. Some students may be able to rewrite facts from one page to another, but others need to understand the “why” before giving an answer.

2) Not accurately reflect learning

“Teaching to the test” refers to educators who dedicate more time teaching lessons that will be emphasized on district-specific tests.

A survey conducted by Harvard’s Carnegie-Knight Task Force on the Future of Journalism asked teachers whether or not “preparing students to pass mandated standardized tests” affects their teaching.

A significant 60% said it either “dictates most of” or “substantially affects” their teaching. While this can result in higher scores, curriculum distortion can prevent students from learning other foundational subject areas.

3) Ignore (and miss) timely learning needs

summative assessment examples for kindergarten

Because summative assessment occurs at the end of units or terms, teachers can fail to identify and remedy students’ knowledge gaps or misconceptions as they arise.

Unfortunately, by this point, there’s often little or no time to rectify a student’s mark, which can affect them in subsequent units or grades.

4) Result in a lack of motivation

The University of London’s Evidence for Policy and Practice conducted a 19-study systematic review of the impact summative assessment and tests have on students’ motivation for learning.

Contrary to popular belief, researchers found a correlation between students who scored poorly on national curriculum tests and experienced lower self-esteem, and an unwillingness to put more effort into future test prep. Beforehand, interestingly, “there was no correlation between self-esteem and achievement.”

For some students, summative assessment can sometimes be seen as 'high stakes' testing due to the pressure on them to perform well. That said, 'low-stakes' assessments can also be used in the form of quizzes or practice tests.

Repeated practice tests reinforce the low self-image of the lower-achieving students… When test scores are a source or pride and the community, pressure is brought to bear on the school for high scores.

Similarly, parents bring pressure on their children when the result has consequences for attendance at high social status schools. For many students, this increases their anxiety, even though they recognize their parents as being supportive.

5) Be inauthentic

Summative assessment has received criticism for its perceived inaccuracy in providing a full and balanced measure of student learning.

Consider this, for example: Your student, who’s a hands-on, auditory learner, has a math test today. It comes in a traditional paper format as well as a computer program format, which reads the questions aloud for students.

Chances are the student will opt for the latter test format. What’s more, this student’s test results will likely be higher and more accurate.

The reality is that curricula — let alone standardized tests — typically don’t allow for this kind of accommodation. This is the exact reason educators and advocates such as Chuck Hitchcock, Anne Meyer, David Rose, and Richard Jackson believe:

Curriculum matters and ‘fixing’ the one-size-fits-all, inflexible curriculum will occupy both special and general educators well into the future… Students with diverse learning needs are not ‘the problem’; barriers in the curriculum itself are the root of the difficulty.

6) Be biased

Depending on a school district’s demographic, summative assessment — including standardized tests — can present biases if a group of students is unfairly graded based on their race, ethnicity, religion, gender, or social class.

In his presentation at Kansas State University, emeritus professor in the UCLA Graduate School of Education and Information Studies, Dr. W. James Popham, explained summative assessment bias:

This doesn’t necessarily mean that if minority students are outperformed on a summative test by majority students that the test is biased against that minority. It may instead indicate that the minority students have not been provided with the appropriate instruction…

An example of content bias against girls would be one in which students are asked to compare the weights of several objects, including a football. Since girls are less likely to have handled a football, they might find the item more difficult than boys, even though they have mastered the concept measured by the item.

Importance and benefits of summative assessment

summative assessment examples for kindergarten

Overall, these are valid points raised against summative assessment. However, it does offer fantastic benefits for teachers and students alike!

Summative assessment can:

1) Motivate students to study and pay closer attention

Although we mentioned lack of motivation above, this isn’t true for every student. In fact, you’ve probably encountered numerous students for whom summative assessments are an incredible source of motivation to put more effort into their studies.

For example, final exams are a common type of summative assessment that students may encounter at the end of a semester or school year. This pivotal moment gives students a milestone to achieve and a chance to demonstrate their knowledge.

In May 2017, the College Board released a statement about whether coaching truly boosts test scores:

Data shows studying for the SAT for 20 hours on free Official SAT Practice on Khan Academy is associated with an average score gain of 115 points, nearly double the average score gain compared to students who don’t use Khan Academy. Out of nearly 250,000 test-takers studied, more than 16,000 gained 200 points or more between the PSAT/NMSQT and SAT…

In addition to the 115-point average score increase associated with 20 hours of practice, shorter practice periods also correlate with meaningful score gains. For example, 6 to 8 hours of practice on Official SAT Practice is associated with an average 90-point increase.

2) Allow students to apply what they’ve learned

summative assessment examples for kindergarten

It’s one thing to memorize multiplication tables (which is a good skill), but another to apply those skills in math word problems or real-world examples.

Summative assessments — excluding, for example, multiple choice tests — help you see which students can retain and apply what they’ve learned.

3) Help identify gaps in student learning

Before moving on to a new unit, it’s vital to make sure students are keeping up. Naturally, some will be ahead while others will lag behind. In either case, giving them a summative assessment will provide you with a general overview of where your class stands as a whole.

Let’s say your class just wrote a test on multiplication and division. If all students scored high on multiplication but one quarter of students scored low on division, you’ll know to focus more on teaching division to those students moving forward.

4) Help identify possible teaching gaps

summative assessment examples for kindergarten

Credit: woodleywonderworks

In addition to identifying student learning gaps , summative assessment can help target where your teaching style or lesson plans may have missed the mark.

Have you ever been grading tests before, to your horror, realizing almost none of your students hit the benchmark you hoped for? When this happens, the low grades are not necessarily related to study time.

For example, you may need to adjust your teaching methods by:

  • Including/excluding word problems
  • Incorporating more visual components
  • Innovative summative assessments (we list some below!)

5) Give teachers valuable insights

summative assessment examples for kindergarten

Credit: Kevin Jarrett

Summative assessments can highlight what worked and what didn’t throughout the school year. Once you pinpoint how, where and what lessons need tweaking, making informed adjustments for next year becomes easier.

In this world nothing can be said to be certain, except death and taxes… and, for teachers, new students year after year. So although old students may miss out on changes you’ve made to your lessons, new ones get to reap the benefits.

This not only improves your skills as an educator, but will ensure a more enriching educational experience for generations of students to come.

6) Contribute positively to learning outcomes

Certain summative assessments also provide valuable data at district, national, and global levels. Depending on average test scores, this can determine whether or not certain schools receive funding, programs stay or go, curriculum changes occur, and more. Burke writes:

Summative assessments also provide the public and policymakers with a sense of the results of their investment in education and give educators a forum for proving whether instruction works – or does not work.

The seven aims of summative assessment

summative assessment examples for kindergarten

Dr. Nancy P. Gallavan, a professor of teacher education at the University of Central Arkansas, believes teachers can use performance-based summative assessments at any grade level.

However, in an article for Corwin , she suggests crafting yours with seven aims in mind:

  • Accompanied  with appropriate time and task management
  • Achievable  as in-class activities and out-of-class assignments
  • Active  involvement in planning, preparation, and performance
  • Applicable  to academic standards and expectations
  • Appropriate  to your students’ learning styles, needs, and interests
  • Attractive  to your students on an individual and group level
  • Authentic  to curricular content and context

Ideally, the assessment method should also measure a student’s performance accurately against the learning objectives set at the beginning of the course.

Keeping these goals in mind, here’s a list of innovative ways to conduct summative assessments in your classroom!

Summative assessment examples: 9 ways to make test time fun

summative assessment examples for kindergarten

If you want to switch things up this summative assessment season, keep reading. While you can’t change what’s on standardized tests, you can create activities to ensure your students are exhibiting and applying their understanding and skills to end-of-chapter or -unit assessments. In a refreshing way.

Why not give them the opportunity to express their understanding in ways that apply to different learning styles?

Note : As a general guideline, students should incorporate recognition and recall, logic and reasoning, as well as skills and application that cover major concepts and practices (including content areas you emphasized in your lessons).

1) One, two, three… action!

Write a script and create a short play, movie, or song about a concept or strategy of your choosing.

This video from Science Rap Academy is a great — and advanced — example of students who created a song about how blue-eyed children can come from two brown-eyed parents:

Using a tool such as iPhone Fake Text Generator , have students craft a mock text message conversation conveying a complex concept from the unit, or each chapter of that unit.

Students could create a back-and-forth conversation between two historical figures about a world event, or two friends helping each other with complex math concepts.

Have your students create a five to 10-minute podcast episode about core concepts from each unit. This is an exciting option because it can become an ongoing project.

Individually or in groups, specific students can be in charge of each end-of-chapter or -unit podcast. If your students have a cumulative test towards the end of the year or term, the podcast can even function as a study tool they created together.

summative assessment examples for kindergarten

Credit : Brad Flickinger

You can use online tools such as Record MP3 Online or Vocaroo to get your class started!

4) Infographic

Creating a detailed infographic for a final project is an effective way for students to reinforce what they’ve learned. They can cover definitions, key facts, statistics, research, how-to info, graphics, etc.

You can even put up the most impressive infographics in your classroom. Over time, you’ll have an arsenal of in-depth, visually-appealing infographics students can use when studying for chapter or unit tests.

5) Compare and contrast

summative assessment examples for kindergarten

Venn diagrams are an old — yet effective — tool perfect for visualizing just about anything! Whether you teach history or social studies, English or math, or something in between, Venn diagrams can help certain learners visualize the relationship between different things.

For example, they can compare book characters, locations around the world, scientific concepts, and more just like the examples below:

6) Living museum

This creative summative assessment is similar to one, two, three… action! Individuals will plan and prepare an exhibit (concept) in the Living Museum (classroom). Let’s say the unit your class just completed covered five core concepts.

Five students will set up around the classroom while the teacher walks from exhibit to exhibit. Upon reaching the first student, the teacher will push an imaginary button, bringing the exhibit “to life.” The student will do a two to three-minute presentation; afterwards, the teacher will move on to the next one.

7) Ed-Tech games

Now more than ever, students are growing up saturated with smartphones, tablets, and video games. That’s why educators should show students how to use technology in the classroom effectively and productively.

More and more educators are bringing digital tools into the learning process. Pew Research Center surveyed 2,462 teachers and reported that digital technologies have helped in teaching their middle and high school students.

Some of the findings were quite eye-opening:

  • 80% report using the internet at least weekly to help them create lesson plans
  • 84% report using the internet at least weekly to find content that will engage students
  • 69% say the internet has a “major impact on their ability to share ideas with other teachers
  • 80% report getting email alerts or updates at least weekly that allow them to follow developments in their field
  • 92% say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching
  • 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students

To make the most of EdTech, find a tool that actually engages your students in learning and gives you the insightful data and reports you need to adjust your instruction

Tip: Teaching math from 1st to 8th grade? Use Prodigy!

With Prodigy Math, you can:

  • Deliver engaging assessments: Prodigy's game-based approach makes assessments fun for students.
  • Spot and solve learning gaps: See which students need more support at the touch of a button.
  • Reduce test anxiety: Prodigy has been shown to build math confidence.

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8) Shark Tank/Dragon’s Den

Yes, just like the reality TV show! You can show an episode or two to your class or get them to watch the show at home. Next, have students pitch a product or invention that can help change the world outside of school for the better.

This innovative summative assessment is one that’ll definitely require some more thought and creativity. But it’s important that, as educators, we help students realize they can have a huge positive impact on the world in which they live.

9) Free choice

If a student chooses to come up with their own summative assessment, you’ll need to vet it first. It’ll likely take some collaboration to arrive at something sufficient.

However, giving students the freedom to explore content areas that interest them most could surprise you. Sometimes, it’s during those projects they form a newfound passion and are wildly successful in completing the task.

summative assessment examples for kindergarten

We’re sure there are countless other innovative summative assessment ideas out there, but we hope this list gets your creative juices flowing.

With the exclusion of standardized state and national tests, one of the greatest misconceptions about summative assessments is that they’re all about paper and pencil. Our hope in creating this list was to help you see how fun and engaging summative assessments can truly be.

10) Group projects

Group projects aren't just a fun way to break the monotony, but a dynamic and interactive form of summative assessment. Here's why:

  • Collaborative learning: Group projects encourage students to work as a team, fostering their communication and collaboration skills. They learn to listen, negotiate, and empathize, which are crucial skills in and beyond the classroom.
  • Promotes critical thinking: When students interact with each other, they get to explore different perspectives. They challenge each other's understanding, leading to stimulating debates and problem-solving sessions that boost critical thinking.
  • In-depth assessment: Group projects offer teachers a unique lens to evaluate both individual performances and group dynamics. It's like getting a sneak peek into their world - you get to see how they perform under different circumstances and how they interact with each other.
  • Catering to different learning styles: Given the interactive nature of group projects, they can cater to different learning styles - auditory, visual, and kinesthetic. Every student gets a chance to shine!

However, it's important to set clear instructions and criteria to ensure fairness. Remember, it's not just about the final product - it's about the process too.

Some interesting examples of group projects include:

  • Create a Mini Documentary: Students could work together to research a historical event and create a mini documentary presenting their findings.
  • Plan a Community Service Project: This could involve identifying a problem in the local community and creating a detailed plan to address it.
  • Design a Mobile App: For a more tech-focused project, students could identify a problem and design an app that solves it.

Summative assessment strategies for keeping tests clear and fair

summative assessment examples for kindergarten

In addition to using the summative assessment examples above to accommodate your students’ learning styles, these tips and strategies should also help:

  • Use a rubric  — Rubrics help set a standard for how your class should perform on a test or assignment. They outline test length, how in-depth it will be, and what you require of them to achieve the highest possible grades.
  • Design clear, effective questions  — When designing tests, do your best to use language, phrases, and examples similar to those used during lessons. This’ll help keep your tests aligned with the material you’ve covered.
  • Try blind grading  — Most teachers prefer knowing whose tests they’re grading. But if you want to provide wholly unbiased grades and feedback, try blind grading. You can request your students write their names on the bottom of the last test page or the back.
  • Assess comprehensiveness  — Make sure the broad, overarching connections you’re hoping students can make are reasonable and fluid. For example, if the test covers measurement, geometry and spatial sense, you should avoid including questions about patterning and algebra.
  • Create a final test after, not before, teaching the lessons  — Don’t put the horse before the carriage. Plans can change and student learning can demand different emphases from year to year. If you have a test outline, perfect! But expect to embrace and make some changes from time to time.
  • Make it real-world relevant  — How many times have you heard students ask, “When am I going to use this in real life?” Far too often students assume math, for example, is irrelevant to their lives and write it off as a subject they don’t need. When crafting test questions, use  culturally-relevant word problems  to illustrate a subject’s true relevance.

Enter the Balanced Assessment Model

Throughout your teaching career, you’ll spend a lot of time with formative and summative assessments. While some teachers emphasize one over the other, it’s vital to recognize the extent to which they’re interconnected.

In the book Classroom Assessment for Student Learning , Richard Stiggins, one of the first educators to advocate for the concept of assessment for learning, proposes something called “a balanced assessment system that takes advantage of assessment of learning and assessment for learning.”

If you use both effectively, they inform one another and “assessment becomes more than just an index of school success. It also serves as the cause of that success.”

In fact, Stiggins argues teachers should view these two types of assessment as “in sync.”

They can even be the  exact same thing — only the purpose and the timing of the assessment determine its label. Formative assessments provide the training wheels that allow students to practice and gain confidence while riding their bikes around the enclosed school parking lot.

Once the training wheels come off, the students face their summative assessment as they ride off into the sunset on only two wheels, prepared to navigate the twists and turns of the road to arrive safely at their final destination.

Conclusion: Going beyond the test

Implementing these innovative summative assessment examples should engage your students in new and exciting ways.

What’s more, they’ll have the opportunity to express and apply what they’ve learned in creative ways that solidify student learning.

So, what do you think — are you ready to try out these summative assessment ideas? Prodigy is a game-based learning platform teachers use to keep their students engaged.

Sign up for a free teacher account  and set an  Assessment  today!

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12 Amazing Kindergarten Assessment Ideas

Move it, show it, mark it, and voice it!

Still of ruler and pencil kindergarten assessment

Just like a chef tastes the soup in order to adjust the seasonings, effective teachers need to actively monitor their students’ understanding. It’s more than just testing their knowledge. Teachers need to ultimately adapt their teaching to suit students’ needs. You want all of your students to be successful, that’s why these kindergarten assessment ideas are so important. Teaching remote? Don’t worry, we’ve got ideas for remote learning assessments too!

Gauge student learning while also giving your kindergartners an opportunity to move and wiggle.

1. Rocket Ship

After reading an assessment question and giving two to three possible answers, ask students to close their eyes. Repeat the question and ask students to stand as quietly as they can when they hear the answer they think is correct. Ask students to keep their eyes closed and stay standing until you say “Rocket launch!” Then everyone can open their eyes and jump like a rocket. While students are standing still with their eyes closed waiting to launch, it’s easy to take a few notes regarding individual student responses. Having students keep their eyes closed helps prevent peer influence.

2. Four Corners

Write possible answers on a whiteboard or use the letters A, B, C, and D to designate spaces in each corner of the room. Next, read out a question and ask students to move to the corner that corresponds to their answer. There are many ways to use this concept across the curriculum. For phonics instruction, the corners of the room could be labeled with phonemes the class is studying and students might have to listen for one of them in a word. For math, the corners could be labeled with different numbers as students practice recognizing numbers 1-100.

Not only does Four Corners get students up and moving, but the speed at which students move toward the correct answer can tell you a lot about how confident they are in their answers. Likewise, students who seem to be tagging along with other students are likely to need additional support in mastering the concept. If it seems like too many students are following others, have each student write down their answer before moving to the corner corresponding to their answer.


Gestures or visuals allow you to get a quick read on student understanding. They make the perfect kindergarten assessment strategies for your toolbox.

3. Thumbs Up, Thumbs Down

Before continuing on with a lesson, ask students to hold up a thumbs up, thumbs down, or a sideways thumb to indicate how they feel about their level of understanding. It’s helpful to hang a sign or anchor chart in the classroom to remind students of what each sign means:

  • Thumbs up = “I get it!” or “I can do it!”
  • Thumbs down = “I don’t get it!” or “I need help!”
  • Thumb to the side = “I kind of get it.” or “I could use some more practice.”

4. Sign Language

Teach your kindergartners how to sign the letters A, B, and C. Read a question aloud and give three possible answers, one for each letter. Ask students to wait to hear all responses. Now have students make the alphabet letter sign corresponding to the answer they chose. Instruct them to keep their letter sign in their lap until you call out “Eyes closed, letters up!” Once you’ve gauged the student responses, call out “Letters down and eyes on me!”

5. Color Cards

Give each student a set of three cards on a ring: one red, one yellow, and one green. Explain the meaning of each color card (listed below). As you teach a lesson, stop periodically to check in with students by asking them to show the colored card that reflects how they feel about their learning. Remind students that everyone learns at a different pace. As a community of learners, the goal is for everyone in the group to understand the lesson. It’s okay to show a red, yellow, or green card. Color cards can also be used during independent work time as a way for students to let their teacher know they need help. As the year progresses, invite students to support each other! Those who have green cards can help classmates displaying yellow and red cards.

  • Red = “Stop, I need help.”
  • Green = “Keep going, I understand.”
  • Yellow = “I’m a little confused.”

These assessment ideas make use of written/drawn responses, making them perfect for quiet times in the classroom.

6. Exit Tickets

Like pop quizzes, but without the “pop”, adding exit tickets to your weekly routine is a quick way to track student progress. Many kindergarten exit ticket templates exist online or you can create your own. Exit tickets can also be used prior to a lesson to gauge how much your students already know and then given again afterward to record how their understanding has grown.

Paper reading

Source: K Teacher Tiff

7. Whiteboards

Give each student a small whiteboard and a marker. Ask students to draw or write their answers and then hold up their whiteboard. Scanning the room, it’s easy to see if students understand the material and which students need extra support.

Channel your students’ love of talking with these oral assessment ideas.

8. Pair and Share

Simple but effective! As students talk, move around the room to listen in on their conversations. Pair and shares can be used in a variety of ways including:

  • Taking turns to explain the concept that was just covered in the lesson
  • Asking a partner to share how they feel about their level of understanding and what questions they still have about the topic
  • Discussing a question posed by the teacher

9. Musical Match Up

Play a short sample of music while students move about the room. When the music stops, have students talk to the person nearest to them about what they learned in the lesson. Repeat this twice to create new pairings. As students talk, move throughout the room to listen in on conversations and ask your own questions.

Kindergarten Assessment Ideas for Online Learning

Take advantage of these great online tools and simple video call assessment ideas to gauge student learning while teaching remotely.

10. Black Out

Technology can be complicated, but this assessment idea for video calls is not! Students simply cover the camera on their computer with their finger to indicate their response to a multiple-choice question. In a grid view, it’s very easy to see what percentage of the class understands the concept being covered and which students could use more support.

Assessments that feel like games are a stress-free way to learn more about what your students know. Using Kahoot as an assessment tool can be as simple as setting up a quick game of 10 questions for students to complete independently. As a class, Kahoot can be used to create a game show styled event. Students can respond via the chat window of their video conference platform or by writing their answer on paper and then holding it in front of the camera.

Online learning platforms offer many easy ways to gather data on student learning through fun activities. Seesaw is a platform that works well with kindergartners and includes a library of thousands of activities for all subjects and levels.

Still of Instagram post on Kindergarten assessments

Source: @keepinupwiththekinders

For even more great resources for teaching kindergarten online, check out:  Your Guide to Teaching Kindergarten Online

What are your favorite kindergarten assessment ideas? Please share in the comments! 

Plus, the best kindergarten anchor charts.

12 Amazing Kindergarten Assessment Ideas

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25 Summative Assessment Examples

Summative assessment is a type of achievmeent assessment that occurs at the end of a unit of work. Its goal is to evaluate what students have learned or the skills they have developed. It is compared to a formative assessment that takes place in the middle of the unit of work for feedback to students and learners.

Performance is evaluated according to specific criteria, and usually result in a final grade or percentage achieved.

The scores of individual students are then compared to established benchmarks which can result in significant consequences for the student.

A traditional example of summative evaluation is a standardized test such as the SATs. The SATs help colleges determine which students should be admitted.

However, summative assessment doesn’t have to be in a paper-and-pencil format. Project-based learning, performance-based assessments, and authentic assessments can all be forms of summative assessment.

Summative vs Formative Assessment

Summative assessments are one of two main types of assessment. The other is formative assessment.

Whereas summative assessment occurs at the end of a unit of work, a formative assessment takes place in the middle of the unit so teachers and students can get feedback on progress and make accommodations to stay on track.

Summative assessments tend to be much higher-stakes because they reflect a final judgment about a student’s learning, skills, and knowledge:

“Passing bestows important benefits, such as receiving a high school diploma, a scholarship, or entry into college, and failure can affect a child’s future employment prospects and earning potential as an adult” (States et al, 2018, p. 3).

Formative vs summative assessment

Summative Assessment Examples

Looking for real-life examples of well-known summative tests? Skip to the next section .

1. Multiple-Choice Exam

student completing an exam

Definition: A multiple-choice exam is an assessment where students select the correct answer from several options.

Benefit: This format allows for quick and objective grading of students’ knowledge on a wide range of topics.

Limitation: It can encourage guessing and may not measure deep understanding or the ability to synthesize information.

Design Tip: Craft distractors that are plausible to better assess students’ mastery of the material.

2. Final Essay

student completing an exam

Definition: A final essay is a comprehensive writing assessment that requires students to articulate their understanding and analysis of a topic.

Benefit: Essays assess critical thinking, reasoning, and the ability to communicate ideas in writing.

Limitation: Grading can be subjective and time-consuming, potentially leading to inconsistencies.

Design Tip: Provide clear, detailed rubrics that specify criteria for grading to ensure consistency and transparency.

3. Lab Practical Exam

student completing an exam

Definition: A lab practical exam tests students’ ability to perform scientific experiments and apply theoretical knowledge practically.

Benefit: It directly assesses practical skills and procedural knowledge in a realistic setting.

Limitation: These exams can be resource-intensive and challenging to standardize across different settings or institutions.

Design Tip: Design scenarios that replicate real-life problems students might encounter in their field.

4. Reflective Journal

reflective journal

Definition: A reflective journal is an assessment where students regularly record learning experiences, personal growth, and emotional responses.

Benefit: Encourages continuous learning and self-assessment, helping students link theory with practice.

Limitation: It’s subjective and heavily dependent on students’ self-reporting and engagement levels.

Design Tip: Provide prompts to guide reflections and ensure they are focused and meaningful.

5. Open-Book Examination

student completing an exam

Definition: An open-book examination allows students to refer to their textbooks and notes while answering questions.

Benefit: Tests students’ ability to locate and apply information rather than memorize facts.

Limitation: It may not accurately gauge memorization or the ability to quickly recall information.

Design Tip: Focus questions on problem-solving and application to prevent students from merely copying information.

6. Group Presentation

students completing an exam

Definition: A group presentation is an assessment where students collaboratively prepare and deliver a presentation on a given topic.

Benefit: Enhances teamwork skills and the ability to communicate ideas publicly.

Limitation: Individual contributions can be uneven, making it difficult to assess students individually.

Design Tip: Clearly define roles and expectations for all group members to ensure fair participation.

7. Poster Presentation


Definition: A poster presentation requires students to summarize their research or project findings on a poster and often defend their work in a public setting.

Benefit: Develops skills in summarizing complex information and public speaking.

Limitation: Space limitations may restrict the amount of information that can be presented.

Design Tip: Encourage the use of clear visual aids and a logical layout to effectively communicate key points.

8. Infographic


Definition: An infographic is a visual representation of information, data, or knowledge intended to present information quickly and clearly.

Benefit: Helps develop skills in designing effective and attractive presentations of complex data.

Limitation: Over-simplification might lead to misinterpretation or omission of critical nuances.

Design Tip: Teach principles of visual design and data integrity to enhance the educational value of infographics.

9. Portfolio Assessment

student portfolio

Definition: Portfolio assessment involves collecting a student’s work over time, demonstrating learning, progress, and achievement.

Benefit: Provides a comprehensive view of a student’s abilities and improvements over time.

Limitation: Can be logistically challenging to manage and time-consuming to assess thoroughly.

Design Tip: Use clear guidelines and checklists to help students know what to include and ensure consistency in assessment.

10. Project-Based Assessment

student completing an exam

Definition: Project-based assessment evaluates students’ abilities to apply knowledge to real-world challenges through extended projects.

Benefit: Encourages practical application of skills and fosters problem-solving and critical thinking.

Limitation: Time-intensive and may require significant resources to implement effectively.

Design Tip: Align projects with real-world problems relevant to the students’ future careers to increase engagement and applicability.

11. Oral Exams

student completing an exam

Definition: Oral exams involve students answering questions spoken by an examiner to assess their knowledge and thinking skills.

Benefit: Allows immediate clarification of answers and assessment of communication skills.

Limitation: Can be stressful for students and result in performance anxiety, affecting their scores.

Design Tip: Create a supportive environment and clear guidelines to help reduce anxiety and improve performance.

12. Capstone Project

a student's capstone project

Definition: A capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience for students.

Benefit: Integrates knowledge and skills from various areas, fostering holistic learning and innovation.

Limitation: Requires extensive time and resources to supervise and assess effectively.

Design Tip: Ensure clear objectives and support structures are in place to guide students through complex projects.

Real-Life Summative Assessments

  • Final Exams for a College Course: At the end of the semester at university, there is usually a final exam that will determine if you pass. There are also often formative tests mid-way through the course (known in England as ICAs and the USA as midterms).
  • SATs: The SATs are the primary United States college admissions tests. They are a summative assessment because they provide a final grade that can determine whether a student gets into college or not.
  • AP Exams: The AP Exams take place at the end of Advanced Placement courses to also determine college readiness.
  • Piano Exams: The ABRSM administers piano exams to test if a student can move up a grade (from grades 1 to 8), which demonstrates their achievements in piano proficiency.
  • Sporting Competitions: A sporting competition such as a swimming race is summative because it leads to a result or ranking that cannot be reneged. However, as there will always be future competitions, they could also be treated as summative – especially if it’s not the ultimate competition in any given sport.
  • Drivers License Test: A drivers license test is pass-fail, and represents the culmination of practice in driving skills.
  • IELTS: Language tests like IELTS are summative assessments of a person’s ability to speak a language (in the case of IELTS, it’s English).
  • Citizenship Test: Citizenship tests are pass-fail, and often high-stakes. There is no room for formative assessment here.
  • Dissertation Submission: A final dissertation submission for a postgraduate degree is often sent to an external reviewer who will give it a pass-fail grade.
  • CPR Course: Trainees in a 2-day first-aid and CPR course have to perform on a dummy while being observed by a licensed trainer.
  • PISA Tests: The PISA test is a standardized test commissioned by the OECD to provide a final score of students’ mathematic, science, and reading literacy across the world, which leads to a league table of nations.
  • The MCATs: The MCATs are tests that students conduct to see whether they can get into medical school. They require significant study and preparation before test day.
  • The Bar: The Bar exam is an exam prospective lawyers must sit in order to be accepted as lawyers in their jurisdiction.

Summative assessment allows teachers to determine if their students have reached the defined behavioral objectives . It can occur at the end of a unit, an academic term, or academic year.

The assessment usually results in a grade or a percentage that is recorded in the student’s file. These scores are then used in a variety of ways and are meant to provide a snapshot of the student’s progress.

Although the SAT or ACT are common examples of summative assessment, it can actually take many forms. Teachers might ask their students to give an oral presentation, perform a short role-play, or complete a project-based assignment. 

Brookhart, S. M. (2004). Assessment theory for college classrooms. New Directions for Teaching and Learning , 100 , 5-14. https://doi.org/10.1002/tl.165

Dixon, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice , 55 , 153-159. https://doi.org/10.1080/00405841.2016.1148989

Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: High-school record vs. standardized tests as indicators of four-year college outcomes. Research and Occasional Paper Series. Berkeley, CA: Center for Studies in Higher Education, University of California.

Kibble J. D. (2017). Best practices in summative assessment. Advances in Physiology Education , 41 (1), 110–119. https://doi.org/10.1152/advan.00116.2016

Lungu, S., Matafwali, B., & Banja, M. K. (2021). Formative and summative assessment practices by teachers in early childhood education centres in Lusaka, Zambia. European Journal of Education Studies, 8 (2), 44-65.

States, J., Detrich, R., & Keyworth, R. (2018). Summative Assessment (Wing Institute Original Paper). https://doi.org/10.13140/RG.2.2.16788.19844


Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Teach in the Heart of Texas

A Useful Guide To Kindergarten Assessments With A New Freebie

by Creation Castle | New Teacher , Classroom

summative assessment examples for kindergarten

As a kindergarten teacher, you know that accurately assessing and recording your students’ abilities is a big part of your job. Kindergarten assessments tend to look a little different than most other grade levels because your students are just beginning their academic journey. In this guide, we’ll explore the crucial role of testing in kindergarten and provide insights and resources to support you when it comes to kindergarten assessments.

Assessments serve as your compass, guiding you as you write lesson plans and create resources for your students. They not only measure your student’s progress but also offer valuable insights into their unique learning styles. As we delve into this discussion, our focus is on you – the dedicated kindergarten teacher who plays a pivotal role in laying the foundation for a lifetime of learning.

Together, let’s unravel the importance of assessments in kindergarten, gaining a deeper understanding of their purpose and exploring effective strategies to enhance your teaching experience. Whether you’re a seasoned educator or just starting your journey, this guide is crafted with your needs in mind.

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What are kindergarten assessments.

Kindergarten assessments serve as your toolkit, unlocking the potential within the students in your classroom. They are instrumental in helping you observe and comprehend the unique abilities and challenges of your students.

Defining Kindergarten Assessments

At its core, a kindergarten assessment is a systematic process designed to evaluate a student’s progress in various areas of development. While most assessments cover academic achievements, they can also measure social, emotional, and physical growth. These assessments provide a holistic view, enabling you to tailor your teaching methods to meet individual needs.

Purpose of Kindergarten Assessments

The primary purpose is to inform your teaching strategy. By gaining insights into a student’s strengths and areas for improvement, assessments guide your lesson planning and enable targeted interventions. They go beyond grades, aiming to understand the learner and adapt your approach to nurture their full potential.

For example, if you spend time crafting what you believe is the perfect lesson and find through assessments that half of your students did not grasp a concept, it signals the need to approach that skill in a new way.

For a comprehensive and time-saving solution tailored for kindergarten assessments, consider exploring Rapid Results . This tool streamlines the assessment process, providing valuable insights while saving you time for what you do best – teaching.

Examples of Kindergarten Assessments

Observational Assessments: Casual observations during everyday activities. Formative Assessments: Ongoing assessments during lessons to gauge understanding. Summative Assessments: Conclusive evaluations at the end of a learning period. As we delve further, keep in mind that these assessments are tools, aiding you in meeting the unique needs of your students and providing insights into their learning progress.


Assessing kindergarten students is a dynamic process that demands a nuanced approach, considering their developmental journey and evolving capabilities. As your students gain independence throughout the year, your assessment methods will naturally adapt.

Beginning of the Year: Informal and Oral Assessments

  • Initiate the year with informal assessments, seamlessly embedded into daily activities.
  • Utilize oral assessments, where students can express themselves verbally during activities like show-and-tell or group discussions.

Mid-Year: Guided Assessments

  • As students grow more accustomed to structured learning, introduce guided assessments.
  • Read questions aloud, providing guidance and ensuring comprehension as students answer.
  • This stage bridges the transition from oral assessments to more structured evaluations.

End of the Year: Written Assessments at Individual Levels

  • By the end of the year, students should be ready for written assessments tailored to their individual levels.
  • Offer questions and tasks that align with their developmental stage, allowing them to showcase their progress independently.

Optimize your assessment process further with Rapid Results , providing a seamless transition from oral to written assessments while offering in-depth insights into each student’s development.


As a kindergarten teacher, fostering a love for reading is a monumental task, and assessments play a crucial role in understanding each child’s literacy journey. Here are some examples of how you can approach kindergarten reading assessments effectively.

Phonological Awareness Assessments

Assess your students’ capability to recognize and manipulate individual sounds through engaging activities. Implement paper-based assessments where students identify rhyming words, blend sounds in spoken words, or segment words into individual sounds. This approach not only gauges their phonological proficiency but also lays a strong foundation for future reading skills.

kindergarten assessments vowel sounds

Print Awareness

Evaluate your students’ print awareness to ensure they grasp the basics of how print works in reading. Introduce assessments where students identify uppercase and lowercase letters, understand the concept of words and sentences, and recognize punctuation marks. Utilize worksheets that require students to match spoken words to written words, enhancing their understanding of print conventions.

kindergarten assessments letter id

Phonics Skills

Assessing phonics skills can be diverse and engaging. Consider incorporating word recognition assessments where students tackle both real and nonsense words to showcase their decoding abilities. Utilize word-building activities with letter tiles or cards, allowing students to construct words based on specific phonetic patterns. Simple exercises like matching words with corresponding pictures or completing words with missing letters are a fast way to assess these skills. With activities like sound sorts, spelling dictations, and more, the possibilities are endless for addressing phonics skills.

kindergarten assessments letter sounds

Reading and Writing Assessments

For reading, consider using decodable text passages to evaluate fluency and comprehension, emphasizing words aligned with specific phonics patterns. Utilize running records, either in written or digital format, to assess reading accuracy during silent sessions. Observational checklists on paper can note specific reading behaviors, offering a comprehensive view of a child’s progress over time.

On the writing front, introduce tasks that assess letter and word formation, encouraging students to practice writing in a structured manner. Simple writing prompts can gauge their ability to express ideas coherently. Spelling assessments and dictations focus on applying phonics knowledge in written expression.

There are lots of ways to assess reading and writing with your students, but have you considered a holistic assessment that encompasses both domains?

kindergarten assessments reading

Examples of Reading Assessment Tools

  • Running Records: Utilize running records to assess a child’s reading accuracy, fluency, and comprehension during oral reading sessions.
  • Observational Checklists: Create checklists to note specific reading behaviors and track progress over time.
  • Phonics Games: Incorporate engaging phonics games to assess letter-sound associations and decoding skills.
  • By incorporating these assessments into your reading curriculum, you gain valuable insights into each child’s reading proficiency, enabling you to tailor your teaching approach to meet their unique needs.

Enhance your reading assessments with Rapid Results , a tool designed to streamline English language arts evaluations and provide actionable insights for your teaching.


Math is another foundational skill where you will see a lot of growth in kindergarten. Let’s look at some examples of how you can approach kindergarten math assessments effectively.

Number Recognition and Counting

Assessing your kindergarten students’ number recognition and counting skills is foundational for their mathematical journey. Utilize visual aids like flashcards or written numerals to evaluate their ability to identify and count numbers. Beyond hands-on counting activities, consider incorporating paper-based assessments where students match written numerals to corresponding quantities. This approach not only reinforces counting skills but also introduces an essential aspect of early numeracy—associating numerals with quantities.

kindergarten assessments counting sets

Basic Operations

Delve into assessing basic mathematical operations, focusing on addition and subtraction skills. While hands-on activities with counting beads or blocks are valuable, introduce paper-based exercises where students solve simple addition and subtraction problems. Utilize visual aids such as illustrations or drawings to represent mathematical scenarios, helping students grasp these concepts in a more abstract form. This method not only gauges their computational skills but also prepares them for more advanced mathematical thinking.

kindergarten assessments adding ten frames

Measurement and Shapes

Assess your students’ understanding of measurement concepts and shapes through a mix of paper-based activities. Beyond basic comparisons, provide worksheets that involve measuring lengths or identifying shapes within illustrated scenarios. Incorporate questions that require students to circle or mark the correct shape, demonstrating their recognition abilities on paper. This diversified approach ensures a comprehensive assessment of their understanding of measurement and shapes.

kindergarten assessments data

Examples of Math Assessment Activities

Extend your assessments beyond routine counting and shape recognition by incorporating varied paper-based activities. Include worksheets that prompt students to count diverse collections of objects, reinforcing a broader understanding of numbers. Introduce sorting activities on paper, where students categorize and differentiate between various shapes. Utilize math games, ensuring a structured yet playful approach to reinforcing basic operations and mathematical concepts.

By incorporating a mix of hands-on and paper-based assessments into your math curriculum, you gain a comprehensive understanding of each student’s mathematical abilities. This approach allows for tailored teaching that caters to their unique strengths and areas for improvement, striking a balance between practical and abstract mathematical skills.

For a comprehensive math assessment toolkit, consider incorporating Rapid Results , a resource designed to provide valuable insights into each student’s math skills.


Importance of tracking assessment data.

Tracking assessment data is a powerful ally in understanding and supporting your students’ progress. This practice is essential as it enables you to tailor your teaching methods to meet the specific needs of each student, fostering individualized instruction . Moreover, it identifies areas that may require additional support, allowing for early intervention , and provides a comprehensive view of a child’s academic and developmental growth .

How Often to Test Students

Consider beginning the school year with an initial assessment to gauge each student’s starting point. As the year progresses, conduct periodic assessments for continuous monitoring . Adjust the frequency based on student needs; more frequent assessments may be necessary if interventions are in place. This approach, rooted in the importance of consistent assessment and tracking, empowers you to create a responsive and supportive learning environment. Additionally, you will likely be required to complete a final assessment towards the end of the year to help your student’s next teacher.

Free Assessment Checklist

To help you track your students’ progress, download one (or both!) of these free assessment trackers.

In wrapping up, let’s appreciate the significance of kindergarten assessments in shaping your teaching journey. These assessments not only offer valuable insights into student progress but also act as a gauge for the effectiveness of your lessons.

We trust this guide has provided you with practical tools and ideas for effective student assessment in your classroom. Don’t forget to grab one of our free assessment trackers to keep your data organized and readily accessible when you need it.

For a simplified approach to kindergarten assessments, consider exploring Rapid Results , a tool designed to provide you with an easy way to test your students on concepts they are required to learn

Here’s to a successful year of teaching, learning, and continual growth. Happy assessing!

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Creation Castle

Heather is the author of Creation Castle. She has experience with general education, special education, and ESL students in kindergarten through fifth grade. She specializes in early elementary math and literacy, as well as organization.

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15 Summative Assessment Examples for Elementary Students

by Chloe Campbell Leave a Comment

Every teacher knows the end-of-the-unit drill: TESTS. And just like that, the groans echo around the room. Let’s face it, traditional testing isn’t always the most engaging or accurate way to see what our students have absorbed. That’s where our superhero, Summative Assessment Ideas, comes in, swooping down to save us all from the monotonous and often dreaded routine of standard exams!

summative assessment examples for kindergarten

What are Summative Assessments?

Summative assessments are like those candid shots photographers love to capture – they give us a geniune glimpse into what our students have learned throughout a unit or term. Imagine how much more we could understand about our students’ learning if we took time to capture a range of these candid shots, rather than relying on the formal, posed (and often stressed) portraits of standard tests.

In essence, summative assessments are a method of evaluation used to measure a student’s understanding, knowledge, or skills at the end of a unit, term, or academic year.

Summative assessments are employed at strategically planned points during the academic year. They are used to determine whether the objectives of the educational program have been met, and if the learning outcomes align with the set of curriculum standards. These assessments not only allow us to review and grade student performance, but they also help us refine and adjust our teaching strategies. They are essential to ensure that learning is taking place and that it’s effective and impactful.

Gone are the days when assessments were merely limited to standardized tests or weekly quizzes. With creativity and innovation, we can make this process exciting and comprehensive. Here are 15 creative summative assessment examples that you can implement in your elementary classroom.

15 Summative Assessment Ideas for Elementary Students

1. Create a Trailer or Video Students will create an orginal video or movie trailer explaining the topic.

summative assessment examples for kindergarten

2. Create an Anchor Chart or Poster Board Students will create an anchor chart or poster that integrates graphics and texts to teach the topic.

3. Create a Comic Strip Students will create a 10-frame comic strip. The focus should be on teaching the topic throughout the comic strip.

4. Create a Podcast Students can create a radio-style podcast report that highlights details about your topic.

5. Build a Model or Diorama Students can create a model or diorama to show what you’ve learned about the topic. Include index cards or sticky notes to explain extra facts or information.

6. Write a Song, Skit, Poem, or Play. Students will write (and peform, if they want!) a song, poem, skit, or play that teaches the topic at hand.

summative assessment examples for kindergarten

7. Create your Own Board Game. Design your own board game or use one of these templates to help you. Students will create question cards and answers to show what they’ve learned. Bonus tip: Give students time in class to play their created games with other students!

summative assessment examples for kindergarten

8. Create an Art Collage Students can create a collage using a variety of images and words to visually show what they’ve learned about the topic.

summative assessment examples for kindergarten

9. Become a News Reporter Allow students to write out their news report, record it, and/or present it to their classmates to show what they’ve learned.

10. Create Your Own Kahoot! Or Jeopardy Game Allow students to create a game online and play it with classmates. My students have loved Kahoot! and JeopardyLabs .

Want other engaging ideas? Grab the Math Engagement Cheat Sheet!👇

11. Make a Google Slides or PowerPoint Show Students can create a presentation that includes text and images to teach key points about the topic.

12. Write Your Own Test Questions & Answer Key Instead of taking a traditional test, students can actually write their own test questions. The important part here is that they also include an answer key!

13. Write an Essay I know this one can seem boring, but some students who enjoy writing will excel with this. Students will write a 4- or 5- paragraph essay about the topic.

14. Design an Advertisement Students can create a radio ad, magazine ad, or a TV commercial to share key points about the topic.

15. Create a Google Site Studetns can create a website that teaches about the topic in a creative way.

Yes, these projects can often be more time-consuming to grade. Yes, it often takes up valuable class time. But I have discovered that it is worth it every.single.time.

summative assessment examples for kindergarten

BONUS TIP! Create a rubric so you and your students will know exactly how to get a good grade and show what they’ve learned. It may help to also create a checklist for students to know exactly what topics they need to cover in their project tohow that they’ve accomplished the task.

Story time: I’ve had several students like this throughout my career, but let’s name this one Carlos. Carlos was disengaged during traditional tests. He always knew he wasn’t a great preformer on tests, so why try? I turned a traditional paper-pencil test into a project-based assessment, and Carlos blossomed! His creativity showed as he designed an eco-friendly city model for a social studies project. He detailed the reasoning behind every element and showed deep understanding far better than any multiple-choice test could . That’s when I realized creative summative assessments need to happen in my classroom.

Let’s treat summative assessments like a blank canvas and let our students paint a comprehensive picture of their knowledge and understanding. It’s our job to step away from the “same old, same old” and explore how we can best engage our young learners. Sure, it might be new, and it might be a bit daunting, but remember the transformation of your students when they are given the opportunity to shine. So let’s dive in, get creative, and allow our students to surprise us with what they can truly achieve. After all, we’re all here to discover and nurture their potential, one engaging assessment at a time!

Read about 15 Formative Assessment Ideas For Elementary Students HERE !


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Assessment in Kindergarten: Meeting Children Where They Are

Teacher observing three students

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Over the 20 years I have been a kindergarten teacher, assessment has changed dramatically. When I first began teaching, educators’ observations and self-made assessments were honored as appropriate ways to document young children’s growth and mastery. My colleagues and I used our own assessments and observations to plan instruction based on what our students needed. We had the flexibility to evaluate children in areas that were appropriate for them. For example, we could delay assessing reading skills if a child did not yet show an understanding of the difference between letters, words, and numbers.

Assessment in today’s kindergarten classrooms, unfortunately, looks at times like what we would expect in upper-grade classrooms, with proctors and secure testing materials. Teachers are often not allowed to assess their own students (in order to protect the integrity of the results), and the results are sometimes used to measure teacher performance (whether or not the assessments have been designed and validated for use in high-stakes decisions).

Timed assessments and scripted directions, which must be read word for word, provide valuable information but offer no flexibility for our young learners. Even when children are just beginning to learn English, I am required to assess them in English—according to the script, not to their needs. I have sat with many frustrated children, some near tears, as I asked them to read sight words during their second week of kindergarten. I will never forget the defeat on one child’s face as she looked up at me with a quivering chin and said, “But I can’t read.” Despite how positive and nonchalant I tried to be during that assessment, assuring her that I did not expect her to read the words, the formal assessment experience affected this child’s confidence and her excitement for learning.

It would be easy to have a sweeping negative view of assessments in the current climate. Like many teachers, I have felt dread when someone mentioned assessments. But I know that long before this age of high-stakes accountability, intentional teachers were developing and using assessments as powerful tools in their toolboxes.

Intentional teachers gather data that are needed to guide instruction, ensuring that all children grow and learn at the right pace. We use assessments to find our students’ strengths and to figure out which areas we need to target for early intervention. We use varying methods of observation and assessment to find out what young learners are able to do, so that we can help them progress. These varied strategies are important for all young children, and especially so for dual language learners (DLLs).

Intentional assessments prevent unintentional errors

I teach kindergarten in a rural, high-poverty school in North Carolina that has a diverse student population, including children who speak a language other than English at home and whose parents (and often other family members) are migrant workers, often coming from Mexico. Most of my DLL students live in homes where Spanish is the primary language; some children are learning both Spanish and a dialect of Mixtec at home, but these students communicate in Spanish (and in their emergent English) in the classroom. Many of our migrant families return to the area year after year during spring and early summer. These families travel up and down the East Coast, as well as to areas such as Michigan, to work in agriculture.

I serve as a North Carolina Kindergarten Demonstration classroom teacher, which means my role extends beyond the classroom. The NC Pre-K/K Demonstration Program’s guiding mission is to “lead by modeling, sharing, promoting, and articulating effective learning environments, curricula, and instructional practices to ensure optimal learning and development for all children” (Public Schools of North Carolina, n.d.). My classroom is open to teachers and other educators for professional development in the form of full-day guided observations. These guided observations allow visitors to see best practices in action. I provide visitors with ongoing support as we all continue to grow and change in our own practice. I also work with other Demonstration teachers to present at local and state conferences.

Intentional teachers gather data that are needed to guide instruction, ensuring that all children grow and learn.

I often begin the school year with children who speak little to no English. These students struggle on our required early literacy assessment—the previously mentioned assessments that I am required to administer in English, word for word, in September—and are automatically labeled  at risk . My colleagues and I are able to use the data from these assessments to help identify students who need more support and interventions in literacy skills. The danger with relying solely on scripted, inflexible assessments is the labeling and grouping of children with a broad stroke. We might target skills based on these test results without fully realizing what our children need. It would be easy for me to group all of these “at risk” children together in the same skill-based intervention group because they all had the same score on the reading assessment that focused on book and print concepts. But for me, the mandated assessment is just the beginning. I dig deeper to find out what I need to know in order to provide opportunities for growth for all of my students. I have learned valuable information by using my own observations and assessments to find the knowledge and skills the children  do  have. With book and print concept inventories from the works of literacy researcher Marie Clay (1993), along with my own very limited Spanish skills, I try to assess my Spanish-speaking students in their native language as much as possible.

Our school has been fortunate to have an English as a second language (ESL) teacher who speaks Spanish. She serves all of the emergent bilingual children at our school, K–5. I try to assess what I can using my limited Spanish skills and then use the ESL teacher as a resource to dig deeper, when needed.

What I find most useful is systematically observing children throughout the day in the natural learning environment.

Administering my own additional assessments confirmed that a number of these children did not, in fact, know any print concepts. They were unfamiliar with holding a book, turning the pages, and using pictures to enhance meaning. It was evident they’d had very limited early literacy experiences, even in their home language. But I also found out that some of these “at risk” students  were  familiar with book and print concepts. My assessments showed that they understood the difference between the front and back of a book, knew the difference between print and pictures, tracked left to right when looking at the text, and looked closely at the pictures on each page. Some even knew that a period at the end of the sentence signifies a stop. Their at-risk scores on the required assessment were not representative of poor early literacy knowledge and skills, but rather, were indicative of their nascent English language skills. They clearly had engaged in many literacy experiences with their families before entering kindergarten.

While all of these students had the same results on the mandated assessment, my more nuanced assessments provided valuable information that enabled me to target the children’s very different needs.

To ensure that I have all necessary information, I begin each school year with informal checklists assessing children’s alphabet and numeral recognition, knowledge of colors and shapes, and rote and object counting abilities. I have found that this is important for all of the children, not just the DLLs. For example, I often have students who speak only English who are not able to count past five or to identify basic colors and shapes. I observe and assess these children frequently in the first weeks and months of kindergarten to see if and to what extent they are making progress. That helps me determine whether their limited knowledge is due to lack of exposure to these concepts—a problem I can address—or whether there are other issues, such as cognitive or developmental delays, that would require additional assessments and supports by specialists.

One pitfall I have learned to watch out for is not giving to my students who are just starting to learn English the same focus and opportunities that I give to children whose home language is English. I once again gain valuable information by evaluating which DLLs can identify numbers, shapes, and colors in their first language and which children cannot. That way, I can provide these students with the same opportunities for individualized early interventions as their English-only peers and not let them slip through the cracks simply because of their limited English.

The ESL teacher, Ms. Worley,   and I regularly share observations with each other. Her fluent Spanish skills allow her to find out more about our Spanish-speaking students’ strengths and needs in their native language. While she focuses in Spanish and English on building the conceptual knowledge of the DLLs with the most challenges (and on determining whether additional supports are called for), I target English vocabulary with the students who already know basic shapes and colors in their first language.

Intentional assessments throughout the day

Doing my own flexible assessments enables me to collect information about students that goes beyond the scripted, mandated assessments. I do observations and keep running records that allow me to look at each student as a whole child, including a child’s approaches to learning, language development and communication, cognitive development, emotional and social development, and health and physical development.

What I find most useful is systematically observing children throughout the day in the natural learning environment. This practice, which all intentional teachers use, doesn’t interrupt instruction. The challenge comes from recording or documenting what I learn from watching the children so that I can reflect on the information and use it to guide and differentiate instruction. Current technology aids in information gathering. Photos and videos are quick and easy ways to document student learning. Some free software platforms (such as Seesaw, available at https://web.seesaw.me/ ) even empower children to use technology to document their learning.

Assessing children during engaging play

I have found that my classroom schedule and environment play a large role in my ability to collect data throughout the day. Large blocks of uninterrupted time, when children can play and make choices, set the stage for gathering meaningful information about each of my young learners. When children are able to choose where they are going to play, they tend to pick areas where they feel safe and experience some confidence. This is a great opportunity to observe their skills and strengths.  North Carolina Guide for the Early Years  states that “preschool and kindergarten children are more likely to perform at their best when engaged in interesting and meaningful classroom projects they choose themselves—such as real reading and writing activities rather than only skills testing” (Public Schools of North Carolina 2009, 79). Anecdotal notes, photos, and videos are useful for documenting children’s abilities. They provide additional evidence, especially when children are not able to use oral language to fully showcase their learning (which may arise among both DLLs and English-only children, such as children with autism).

I have had several DLLs who were not able to retell a story in English. This was a concern because they would need to retell a simple story on the state reading assessment. One particular student, Alonso, stands out in my mind. Ms. Worley and I had been observing him closely for possible developmental delays that might be hidden by his limited English proficiency. Alonso could not orally retell familiar stories that we had read together over and over. It would have been easy to believe that he lacked an understanding of sense of story and that his receptive and productive language skills were lacking—possibly in both Spanish and English. Observing him during play provided me with valuable information that debunked these assumptions.

Alonso loved the block center and was able to engage with peers despite his limited English. He had confidence when playing in this center and felt comfortable taking risks. One time when he was in the block center, he built three small structures. When I asked him about the structures, he said they were the pig houses. I realized he was retelling  The Three Little Pigs , a book we had been reading. I sat and observed Alonso as he used small wolf and pig figurines to act out the story, completely in order, including the beginning, middle, and ending.

summative assessment examples for kindergarten

Alonso used simple, key phrases from the story and showed an understanding of character and setting. I knew then that his receptive language skills were stronger than I had thought and that, while he was not able to successfully retell a story orally with many details in English, he did in fact understand the story we’d read together and had a concept of story sequence. I updated Alonso’s learning target to “building vocabulary in order to retell simple stories,” replacing the assumed learning goal of sequencing stories. Because of my careful observations and record keeping of Alonso’s engagement in play that was meaningful to him, I was better able to address his needs.

By focusing on flexible, ongoing, intentional assessments, teachers are better able to fully address their students’ needs.

Another example of choice and play creating great opportunities for information gathering is when students play with their peers. When my DLLs play with peers who are bilingual, they show more confidence and I am then better able to observe their strengths. I recently observed a non-English-speaking student playing a counting game with a bilingual peer; both were counting and conversing in Spanish. I listened to and saw their oral and object counting skills while they played. The student who was just beginning to learn English performed much better in this setting than he would have if I had called him over to a table and asked him to count. In the midst of play, he was not as self-aware or worried that he did not yet know how to count in English as he would have been if he were trying to answer my questions.

Asking probing questions

Early childhood educators are skilled at asking questions in different ways to find out what young learners know and understand. In many instances I’ve had to reframe questions asked by another staff member or an administrator so that my 5-year-old students comprehend what is being asked. Often the adult laughs and responds, “See, that’s why you’re the kindergarten teacher and I’m not!” We must use this same skill when observing our students.

We must intentionally reframe questions to elicit the information we are looking for. There are times when I can simply ask questions and use the children’s oral responses as evidence of learning, but there are often other times, especially with my DLLs, when I must break the question apart or say “show me.” As I listen to my students explain what they are showing me, I gain valuable insights.

Two wonderful, free resources that have helped me plan and set up environments that promote opportunities for assessing and questioning throughout the day are the  North Carolina Guide for the Early Years  (Public Schools of North Carolina 2009) and the  North Carolina Kindergarten Center Posters and Planning Guides  (Public Schools of North Carolina 2019). The  Guide for the Early Years  ( www.dpi.state.nc.us/earlylearning/resources/ ) is an extensive document that promotes best practices in early childhood classrooms. It combines research and teacher-tested strategies, and it has examples of questions teachers can ask that extend children’s thinking. Each chapter is dedicated to a different learning center and lists associated questions.

For teachers who are struggling with how to uncover their students’ thinking and understanding, this is a great place to start. I have used these lists of questions to make small charts that detail ways to check for understanding and place them in each center in my classroom. They serve as reminders not just to me, but to my teacher assistant, interns, and volunteers as well. For example, questions to promote children’s thinking in the math center include “What other ways can we show that?,” “How can we do this differently?,” “Tell me how you did that,” “Why do you think that?,” and “Tell me how you figured that out.” Over the years, this shift in thinking has allowed both my teacher assistant and myself to focus on the process of learning—not just on our students’ finished products. In the art center, for example, the teacher assistant and I both make comments like, “You worked really hard on that. How did you come up with that idea?,” instead of something more general, like, “That’s a beautiful painting.”

The  North Carolina Kindergarten Center Posters and Planning Guides  ( https://bit.ly/2DfitTz ) is a collection of resources for planning center-based classrooms, including information on art, block, books and listening, dramatic play, math, science, and writing centers. The planning guides explicitly describe how children may engage in each center and how intentional teachers can support their learning. They serve as a starting place for teachers to think about what types of skills are addressed and what types of data they could gather at different centers. The posters include standards for all development and learning domains that might be addressed when children are working in the centers. A quick glance at these standards serves as a reminder of how we teachers can use centers as assessment tools. The posters also include several questions to ask, once again prompting teachers to use questioning as a way to gather information and promote learning.

By focusing on flexible, ongoing, intentional assessments, teachers are better able to fully address their students’ needs. My colleagues and I are ensuring that all of our young learners have the same opportunities to grow and succeed. My assessments allow me to focus on the children’s strengths and to dig deeper into their individual needs. This is true with all of my students and is especially true with my dual language learners.

I hope that by sharing my experiences, I have motivated my fellow teachers to feel empowered to continue using assessments as a powerful tool in their toolboxes. Step back when you feel overwhelmed by mandated assessments, particularly those that interrupt instructional time, and take inventory of the countless other ways you dig deeper to identify the strengths of your young students. They deserve nothing less.

Clay, M.M. 1993.  An Observation Survey of Early Literacy Achievement.  Portsmouth, NH: Heinemann.

Public Schools of North Carolina. 2009.  North Carolina Guide for the Early Years . 2nd ed. Raleigh: North Carolina Department of Public Instruction.  www.dpi.state.nc.us/earlylearning/resources/ .

Public Schools of North Carolina. 2017.  North Carolina Construct Progressions and Situations: NC K–3 Formative Assessment Process.  2nd ed. Raleigh: North Carolina Department of Public Instruction, Office of Early Learning. www.ncpublicschools.org/docs/earlylearning/kea/construct-progression-book.pdf .

Public Schools of North Carolina. 2019.  Kindergarten Center Posters and Planning Guides . Raleigh: Public Schools of North Carolina. https://bit.ly/2DfitTz .

Public Schools of North Carolina. N.d. “Pre-K/K Demonstration Program.” Raleigh: State Board of Education, Department of Public Instruction.  http://www.dpi.state.nc.us/earlylearning/demo/ .

Creative Arts

Questions to Promote Children’s Thinking

  • How are these alike or different?
  • Is there a pattern in this?
  • What do you think should happen next?
  • What would happen if . . . ?
  • Which is . . . (e.g., larger or smaller, louder or softer, brighter or darker)?
  • How would you move if you were this animal?
  • What can you tell me about your work?
  • How did you feel when you heard/saw that?
  • How is this . . . (e.g., shape, sound, movement, phrase) different from the other one?


  • Can you see if you can find another way to make those blocks stand up?
  • What other block shape might work there?
  • How will the firefighters get into your building?
  • It looks like you are all out of the long blocks. What else could you use to fill up the same space?
  • Can you find two blocks that you could put together to be the same size as this one block?
  • How will people know what building this is?
  • How will people know which way to drive their cars on the road?
  • Which animals will live in each part of your zoo?
  • Tell me about your building.
  • How did you decide to put all those blocks together?
  • What do you suppose would happen if . . . ?
  • What will you do next?
  • I wonder . . . ?
  • Why do you think that?
  • How did you figure that out?
  • Do you have any ideas about how we might begin?
  • How does it move?
  • What changes do you see?
  • Which have changed the most?
  • How do you know?
  • Which one is . . . (e.g., heavier, taller)? How could you find out? Why do you think so?
  • What can you add to the class definition of . . . (e.g., animals, weather)?
  • What characteristics do the . . . 
  • (e.g., flower, caterpillar) have that make it a . . . (e.g., plant, insect)?
  • What do you think will happen?
  • Why do you think the . . . (e.g., ice melted, clouds disappeared)?
  • Can you draw a picture of your findings? Can you add some words?
  • Which holds more: the tall, thin jar or the short, fat one?

These questions to promote children’s thinking are from the North Carolina Guide for the Early Years (Public Schools of North Carolina 2009). The creative arts, mathermatics, and science questions can be found above.

Photographs: 1 © Getty Images; 2, courtesy of the author. 

Amy D. Blessing , MEd, NBCT, is a North Carolina Kindergarten Demonstration classroom teacher with Pender County Schools, in Burgaw, North Carolina. Amy has taught kindergarten for 20 years and has worked with statewide professional development initiatives designed to effect change for children by modeling best teaching practices in child-centered classrooms.

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Formative and summative assessments.

Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151). 

In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches. 

Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013): 

  • Informal / formal
  • Immediate / delayed feedback
  • Embedded in lesson plan / stand-alone
  • Spontaneous / planned
  • Individual / group
  • Verbal / nonverbal
  • Oral / written
  • Graded / ungraded
  • Open-ended response / closed/constrained response
  • Teacher initiated/controlled / student initiated/controlled
  • Teacher and student(s) / peers
  • Process-oriented / product-oriented
  • Brief / extended
  • Scaffolded (teacher supported) / independently performed 


Formative Assessment   Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

  • Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers ). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.
  • Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.
  • Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.
  • Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions , where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.
  • Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.
  • Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.  
  • Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition , as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles. 

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here ).

Summative Assessment   Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.  

  • Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and “summarize” expected performance at the beginning of term, providing students with a trajectory and sense of completion. 
  • Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions .
  • Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content. 
  • Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.
  • Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques .

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these  recommendations .

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.


summative assessment examples for kindergarten

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summative assessment examples for kindergarten

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summative assessment examples for kindergarten

The Best Kindergarten Math Assessment (Printable Rubrics)

kindergarten math assessment printable rubrics

Do you need a great way to track your kindergarten students’ basic math skills? These kindergarten math assessment printable rubrics are the perfect solution.

summative assessment examples for kindergarten

Types of Kindergarten Assessments

There are many ways to test a kindergartner’s math abilities.  If you are a kindergarten teacher in a public school, chances are they provide you with a math curriculum that has assessments.  On the other hand, if you are homeschooling, tutoring, or a private school teacher, you may need assessments.

Here are different ways to assess young children’s math skills:

  • Skill based task cards and recording sheets.
  • Conversations with Daily Math Talks
  • Play math games with them
  • Observe and record as they “play” with manipulatives (see printable rubrics below)
  • Traditional paper/pencil tests provided by curriculum compaines

Kindergarten Math Assessment Rubrics

When teaching kindergarten, I had plenty of rapid task assessments to administer throughout the year. These were great, but I didn’t have a way to track their progress and share it clearly with parents.  To solve that, I created these kindergarten math assessment printable rubrics.

These printable rubrics are broken down by Kindergarten common core math standards.  Each standard has it’s own set of rubrics to clearly mark the kids’ progress – whether through observations, one-on-one assessments, or whole group classwork.

summative assessment examples for kindergarten

At the top of the page, you will find the cluster (standard), followed by 4 levels of mastery.  If a child may need extra practice, there is a section at the bottom to write specific notes to the parents.

These kindergarten assessment printables are perfect to keep in the kids’ records for the entire school year.

Counting and Cardinality

When you think of the basic math taught in kindergarten, most of those skills fall into the Counting and Cardinality math standard.

Within the Counting and Cardinality, you will observe and record the individual students abilities to:

  • Count to 100 by 1’s
  • Count to 100 by 10’s
  • When shown a number 0-20, count out that many objects
  • Count forward beginning from a given number
  • Count objects one-by-one saying the numbers in standard order
  • Identify which set of objects is greater than less than, or equal to, another
  • Compare two numbers between 1 and 10 when presented as numerals
  • Count to answer “how many?”

kindergarten math assessment counting and cardinality printable rubrics

Get the Counting and Cardinality rubrics HERE or on TPT

Geometry and Shapes

  • Correctly name 2-D shapes (square, circle, triangle, rectangle, hexagon)
  • Correctly name 3-D shapes (cubes, cones, cylinders, and spheres)
  • State whether a shape is 2D or 3D
  • Describe positions of objects using terms such as above, below, beside, in front of, behind, and next to
  • Build shapes from components such as sticks and play-doh
  • Draw 2-D shapes
  • Compose simple shapes to form
  • Analyze and compare 2D and 3D shapes

kindergarten math assessment printable geometry rubric

Get the Geometry and Shapes rubrics HERE or on TPT

Measurement and Data

  • Describe single objects using measurable attributes, such as heavy, light, short, tall, hot, or cold.
  • Compare two objects to see which have “more of/less of” the attribute.
  • Classify objects into given categories.
  • Sort the categories by count

kindergarten math assessment printable measurement rubric

Get the measurement rubrics HERE or on TPT  

Number Operation and Base Ten

Do you give year end tests, as well as monitor throughout the semesters?  If so, these printable kindergarten rubrics are great for tracking their progress over the course of time.

When you give the kids a set of red and yellow counters and tens frame dot cards , you’ll be amazed at how many skills they will demonstrate.

  • Compose numbers from 11-19
  • Decompose numbers from 11-19

Need ideas for teaching composing and decomposing numbers?  Check out “ How to Teach Composing and Decomposing Numbers “.

kindergarten math assessment printable rubrics for base ten

Get the Base Ten rubrics HERE or on TPT

summative assessment examples for kindergarten

Get these dot cards HERE or on TPT

Operations and Algebraic Thinking

The Operations and Algebraic rubrics covers the basic additions and subtractions skills.  These skills are often assessed on a middle to end of year kindergarten math test.

  • Represent addition with object, drawing, acting out situation, or verbal explanations
  • Solve addition word problems, within 10, using objects or drawings
  • Decompose numbers into pairs in more than one way – using drawings or objects
  • Solve “how many more” to take a set of 10 when given a number 1-9
  • Represent subtractions with object, drawing, acting out situations, or verbal explanations.
  • Solve subtraction word problems, within 10, using objects or drawings.
  • Fluently subtract within 5

kindergarten math assessment printable rubrics for base ten operations and algebraic thinking

Get these rubrics HERE or on TPT

When choosing the Math Rubric Bundle , you will have the complete kindergarten assessment pack at a discounted rate.

The Kindergarten Marth rubrics are great for teachers or homeschool parents that need a quality solution to track progress throughout the year.

Before you go, here are more posts with tips for kindergarten reading and math:

How To Do Math Talks in Kindergarten

Free Kindergarten sight words list

60 Free Worksheets and Activities for Holidays

Introducing Math Talks for Kids

How to Teach Composing and Decomposing Numbers

summative assessment examples for kindergarten

Kindergarten Math Assessment Printable

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summative assessment examples for kindergarten

Summative Assessment and Feedback

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Summative assessments are given to students at the end of a course and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is aimed at helping students understand how well they have done in meeting the overall learning goals of the course.

Effective summative assessments

Effective summative assessments provide students a structured way to demonstrate that they have met a range of key learning objectives and to receive useful feedback on their overall learning. They should align with the course learning goals and build upon prior formative assessments. These assessments will address how well the student is able to synthesize and connect the elements of learning from the entirety of the course into a holistic understanding and provide an opportunity to provide rich summative feedback.

The value of summative feedback

Summative feedback is essential for students to understand how far they have come in meeting the learning goals of the course, what they need further work on, and what they should study next. This can affect later choices that students make, particularly in contemplating and pursuing their major fields of study. Summative feedback can also influence how students regard themselves and their academic disciplines after graduation.

Use rubrics to provide consistency and transparency

A rubric is a grading guide for evaluating how well students have met a learning outcome. A rubric consists of performance criteria, a rating scale, and indicators for the different rating levels. They are typically in a chart or table format. 

Instructors often use rubrics for both formative and summative feedback to ensure consistency of assessment across different students. Rubrics also can make grading faster and help to create consistency between multiple graders and across assignments.

Students might be given access to the rubric before working on an assignment. No criteria or metric within a summative assessment should come as a surprise to the students. Transparency with students on exactly what is being assessed can help them more effectively demonstrate how much they have learned.  

Types of  summative assessments

Different summative assessments are better suited to measuring different kinds of learning. 


Examinations are useful for evaluating student learning in terms of remembering information, and understanding and applying concepts and ideas. However, exams may be less suited to evaluating how well students are able to analyze, evaluate, or create things related to what they've learned.


A presentation tasks the student with teaching others what they have learned typically by speaking, presenting visual materials, and interacting with their audience. This can be useful for assessing a student's ability to critically analyze and evaluate a topic or content.

With projects, students will create something, such as a plan, document, artifact, or object, usually over a sustained period of time, that demonstrates skills or understanding of the topic of learning. They are useful for evaluating learning objectives that require high levels of critical thinking, creativity, and coordination. Projects are good opportunities to provide summative feedback because they often build on prior formative assessments and feedback. 

With a portfolio, students create and curate a collection of documents, objects, and artifacts that collectively demonstrate their learning over a wide range of learning goals. Portfolios usually include the student's reflections and metacognitive analysis of their own learning. Portfolios are typically completed over a sustained period of time and are usually done by individual students as opposed to groups. 

Portfolios are particularly useful for evaluating how students' learning, attitudes, beliefs, and creativity grow over the span of the course. The reflective component of portfolios can be a rich form of self-feedback for students. Generally, portfolios tend to be more holistic and are often now done using ePortfolios .

Beyond Worksheets: 25 Engaging Formative Assessment Examples for Kindergarten Success

Febriana Ramadhanya

Febriana Ramadhanya

Beyond Worksheets: 25 Engaging Formative Assessment Examples for Kindergarten Success

Learning shouldn’t feel like a test, especially in kindergarten! But how can you assess what your young students are grasping without resorting to boring worksheets? Here’s the secret: formative assessment can be fun and engaging, all while giving you valuable insights into their progress.

In the kindergarten context, formative assessments are more than just asking questions . It entails easy-to-follow activities that involve moving, collaborating, and creative thinking. Instead of dreading assessment day, your students will be excited to participate in these interactive learning checks!

What is Formative Assessment for Kindergarten?

Formative assessment is all about checking in with your students regularly to see what they understand and where they might need a little extra help. It’s different from a test; it can be anything from quick quizzes with fun answer choices to engaging games and activities that reinforce concepts. Formative assessments are ongoing and helps guide your teaching, rather than just measure learning at the end. It also helps teachers identify areas where students excel and where they might need a little extra support. But most importantly, it allows students to receive immediate feedback and feel engaged in their learning journey.

Why are Formative Assessment Examples for Kindergarten Important?

Formative assessment examples for kindergarten classrooms

Traditional assessments can feel intimidating for young learners, especially in kindergarten. Formative assessment, on the other hand, flips the script by making learning a fun and interactive experience. But the benefits go far beyond just keeping things playful. Here’s how formative assessment can truly transform your kindergarten classroom:

  • Tailored Instruction: Formative assessment acts as a map, providing real-time insights into each student’s learning journey. Teachers can see what concepts students grasp and where they might need a little extra help. With this valuable information, you can ditch the “one-size-fits-all” approach and tailor your lessons to meet the specific needs of each child. This means more targeted practice for those who need it and exciting challenges for those who are ready to move ahead.
  • Confidence Boost: Learning is an adventure, and formative assessment is like having built-in cheerleaders along the way. Quick checks, playful activities, and positive feedback during formative assessments let students know they’re on the right track. This constant encouragement creates a sense of accomplishment and builds confidence in their abilities. When students feel confident, they become more engaged learners, eager to take risks, explore new ideas, and reach their full potential.
  • Early Intervention: Sometimes, even the brightest stars need a little extra guidance. Formative assessment allows you to identify areas where a student might be struggling before those struggles become a bigger obstacle. This early detection is crucial and by catching challenges early on, you can provide targeted support and get students back on track quickly. This not only prevents frustration and keeps students motivated, but also ensures they have a strong foundation for future learning.

So, ditch the boring test; here are 25 formative assessment examples for kindergarten classrooms that are guaranteed to be engaging, and most importantly, fun!

Keep It Short and Sweet with Quick Checks

Forget paper tests and long quizzes. These quick checks are all about keeping things short while providing immediate feedback in a way that keeps kindergarteners excited to learn.

1. Thumbs Up/Thumbs Down

Quick poll formative assessment example for kindergarten

This classic quick check is an easy way to gauge the overall understanding of a concept. Simply pose a question and ask students to hold up their thumbs – thumbs up for “yes, I get it!” and thumbs down for “not quite yet.” This quick visual check allows you to see how the class is doing as a whole and identify any areas that might need some clarification.

2. Show Me the Answer

Get your students moving with this interactive quick check. Pose a question and have students respond with a physical movement that represents the answer. For example, if you’re teaching about shapes, ask “Who can show me a circle with their arms?” or if you’re reviewing numbers, ask “How many jumps does it take to get to the number 3?” This kinesthetic approach keeps students engaged and helps solidify their understanding through movement.

3. Exit Tickets

At the end of a lesson, have students draw a quick picture, write a simple sentence on a piece of paper, or do a Word Cloud activity to describe their day in one word and to represent what they learned. This quick snapshot allows you to assess individual understanding and identify any lingering questions students might have.

4. Choral Response

Learning through repetition can be incredibly effective. Turn key concepts into catchy chants or rhymes and have students repeat them together. This not only reinforces understanding but also creates a sense of community and shared learning in the classroom.

5. Quick Games

Who says learning can’t be a game? Quick games are a fantastic way to assess skills in a pressure-free environment. Try playing “Roll and Say” where students roll a dice and answer a question based on the number they land on, or create a simple bean bag toss game where students have to answer a question before tossing the beanbag.

Hands-On Activities for Fun Learning

We all know kindergarteners learn best through play, but the good news is that playtime can be an opportunity to conduct formative assessments. By observing how students interact with materials and engage in pretend play, you can gain valuable insights into their understanding of various concepts.

6. Building Blocks

Don’t underestimate the power of a simple block tower! Building with blocks helps develop math concepts like spatial reasoning and early geometry. Observe how students stack blocks, create shapes, and balance structures. This can reveal their understanding of size comparison, symmetry, and problem-solving skills.

7. Sorting Games

Sorting games are more than just fun – they’re a fantastic way to assess categorization and critical thinking skills. Provide students with a variety of objects and ask them to sort them by color, size, shape, or function. Observe their sorting strategies and reasoning behind their choices.

8. Matching Games

Matching game formative assessment example for kindergarten

Matching games are a classic for a reason! They’re an engaging way to reinforce letter/number recognition and visual discrimination skills. Whether it’s matching uppercase and lowercase letters, matching numbers and their corresponding quantities, or matching objects by category, these games allow you to assess students’ grasp of these key foundational concepts.

9. Playdough Creations

Playdough isn’t just for sculpting silly shapes — it’s a fantastic tool for developing fine motor skills and imagination.  Observe how students manipulate the play dough, create shapes, and use various tools. This can reveal their hand-eye coordination, dexterity, and ability to follow instructions.

10. Dramatic Play

Dramatic play is a goldmine for observing social skills and communication skills. As students engage in pretend play scenarios, watch how they negotiate roles, share materials, and express themselves through language. This provides valuable insight into their ability to collaborate, resolve conflicts, and use their imaginations.

Learning Through Creative Expression

Learning is a blast when students can show their artistic flair! You can gain valuable insights into their knowledge and thought processes by encouraging students to express their understanding through creative outlets.

11. Drawings/Diagrams

formative assessment example for kindergarten using Slide Drawing

A picture is worth a thousand words, especially for young learners who are still developing their writing skills. Provide students with opportunities to draw pictures or diagrams to represent what they’ve learned. This can be anything from illustrating a scientific concept to depicting the characters in a story. Observe their drawings to assess their understanding of key details and concepts.

12. Storytelling

Storytelling is a powerful tool for developing communication skills, sequencing, and imagination. Encourage students to tell stories individually or in groups, either based on a prompt or from their own creativity. Pay attention to how they order events, use descriptive language, and express themselves creatively through their narratives.

13. Singing Songs

Learning through music is always a hit!  Incorporate age-appropriate songs and rhymes that reinforce concepts you’re teaching in the classroom. Observe how students participate, remember the lyrics, and connect the songs to the learning objectives. Singing can be an exciting way to assess their understanding in a relaxed and enjoyable way.

14. Simple Crafts

Simple arts and crafts activities like cutting, pasting, or decorating provide opportunities to develop fine motor skills. Observe how students manipulate materials, use tools safely, and follow instructions to complete the craft. This can reveal their fine motor skills, ability to focus, and understanding of sequential steps.

15. Movement Activities

Students shouldn’t be confined to desks to learn. Get your students moving with fun activities that assess motor skills and their ability to follow instructions. Create movement games that involve following directions, imitating actions, or responding to cues. Observe their coordination, balance, and ability to follow instructions in a dynamic way.

Collaborative Learning for Playful Progress

Learning doesn’t happen in isolation! Collaborative learning activities allow students to work together, share ideas, and build on each other’s knowledge. This not only fosters social skills and communication but also provides valuable opportunities for formative assessment.

16. Think-Pair-Share

This classic strategy promotes critical thinking and communication. Pose a question and have students think about the answer individually (Think). Then, pair them up to discuss their ideas and share their perspectives (Pair). Finally, bring the class together and have each pair share their insights with the whole group (Share). Observe how students explain their thinking, listen to their peers, and build upon each other’s ideas.

17. Gallery Walks

Transform your classroom into an art gallery! Have students showcase their work on a project or activity around the room. Then, organize a “gallery walk” where students circulate and observe each other’s work. Encourage them to ask questions, provide constructive feedback, and leave comments on sticky notes. Observe their communication skills as they interact and share their learning journeys with classmates.

18. Group Projects

Group project formative assessment example for kindergarten

Working together on a project is a fantastic way to develop collaboration, problem-solving skills, and a sense of shared responsibility. Provide students with a central theme or challenge and allow them to work together to plan, create, and present their projects. Observe their teamwork, communication, and ability to delegate tasks as they work towards a common goal.

19. Role-Playing

Role-playing provides a safe space for students to practice social skills in a playful way. Create scenarios that involve taking turns, negotiating, resolving conflicts, and expressing oneself appropriately. Observe how students interact in their assigned roles, communicate effectively, and navigate social situations.

20. Jigsaw Activities

Jigsaw activities turn students into “experts” on a topic. Divide the learning material into smaller chunks and assign each student (or small group) a section to become an expert on. Students then come together to teach each other what they’ve learned (jigsaw). This collaborative approach allows you to assess their understanding of their assigned topic as well as their ability to communicate effectively with their peers.

Observation and Reflection for Learning Growth

Just by watching your students at play and during routines, you can gain a wealth of information about their learning and development.  Observation is a powerful tool for formative assessment, allowing you to see firsthand how students interact with their environment, solve problems, and apply new concepts. Here are some ways to harness the power of observation in your classroom:

21. Play Observation

Free play time is a treasure trove of learning opportunities! Observe how students interact during play, share materials, negotiate, and resolve conflicts . This can reveal their social skills, communication skills, and problem-solving strategies.

22. Self-Assessment Tools

Use simple self-assessment tools like smiley faces, checklists, or rubrics to encourage students to reflect on their own learning. Observe how they evaluate their progress, identify areas for improvement, and set personal learning goals.

23. Circle Time Participation

Circle time participation formative assessment example for kindergarten

Pay attention to how students participate in circle time activities, listen attentively to instructions and stories, and raise their hands to contribute to discussions. This provides insight into their listening skills, ability to follow group expectations, and comfort level in participating in whole-class activities.

24. Individual Check-Ins

Schedule brief, informal check-ins with students throughout the day. Ask them simple questions about their learning, answer any questions they might have, and provide encouraging words. Observe their communication skills, comfort level discussing their learning, and ability to articulate their needs.

25. Daily Activities

Formative assessment example for kindergarten

Observe students’ independence, ability to follow directions, and social skills during classroom procedures and routines like lining up, putting away materials, completing morning work, cleaning up their workspace, and participating in circle time activities. This reveals their organization skills, attention to detail, ability to manage themselves in a structured environment, listening skills, and comfort level participating in whole-class activities.

Level Up the Fun: Bringing Technology into Formative Assessment for Kindergarten

While hands-on activities and creative expression reign supreme in kindergarten, technology can be a powerful tool to enhance and elevate your playful formative assessments. Here’s how EdTech can seamlessly integrate into your assessment strategies:

Interactive Games and Apps

Educational apps and game-based learning platforms like Prodigy as well as ClassPoint’s gamification and quiz mode features can make formative assessments more interactive.

Look for apps that align with your learning objectives and incorporate features like badges and leaderboards as well as the ability to turn multiple-choice questions into interactive quizzes with auto-grading and points to keep students motivated. Use these games as quick checks for understanding, allowing students to practice skills in a fun and pressure-free environment.

Digital Storytelling and Presentations

Instead of traditional written reports (not recommended for kindergarteners yet!), explore digital storytelling tools, with parental supervision of course. These allow students to record their voices , add pictures or videos , and create short interactive presentations to showcase their learning. This not only assesses their understanding of concepts but also develops their communication skills and digital literacy.

Augmented Reality (AR) and Virtual Reality (VR)

While these technologies might seem advanced for kindergarten, there are age-appropriate AR/VR apps and experiences emerging. These immersive experiences can enhance learning and provide unique opportunities for formative assessment through observation and student engagement.

Final Thoughts

Forget the dread of traditional testing and embrace the world of formative assessment in your kindergarten classroom. With a variety of these activities, from quick checks and hands-on play to creative expression and collaborative learning, you can keep your students excited about learning while gaining valuable insights into their progress. By making learning more dynamic and interactive, you’re setting your students up for success in kindergarten and beyond.

And don’t forget the power of technology! With tools like ClassPoint, you can transform formative assessment into a gamified experience, making it even more thrilling for your young learners.

Now that you’re armed with these playful formative assessment examples, get ready to transform your classroom into a place of discovery, exploration, and, of course, fun!

About Febriana Ramadhanya

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Summative assessment for kindergarten – grade 12 complete compilation.

Table of Contents

What is Classroom Assessment

summative assessment examples for kindergarten

Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum. Various kinds of assessments shall be used appropriately for different learners who come from diverse contexts, such as cultural background and life experiences.

Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.

Teachers should employ classroom assessment methods that are consistent with curriculum standards. It is important for teachers to always inform learners about the objectives of the lesson so that the latter will aim to meet or even exceed the standards. The teacher provides immediate feedback to students about their learning progress. Classroom assessment also measures the achievement of competencies by the learners.

There are two types of classroom assessment, namely, formative , and summative .

What is Formative Assessment

Formative assessment may be seen as assessment for learning so teachers can adjust in their instruction. It is also assessment as learning wherein students reflect on their own progress. According to the UNESCO Program on Teaching and Learning for a Sustainable Future ( UNESCO-TLSF ), formative assessment refers to the ongoing forms of assessment that are closely linked to the learning process.  It is characteristically informal and is intended to help students identify strengths and weaknesses to learn from the assessment experience.

Formative assessment may be given at any time during the teaching and learning process. It is also a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know and can do to inform and improve their teaching. Teachers observe and guide learners in their tasks through interaction and dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs. The results of formative assessments will help teachers make good instructional decisions so that their lessons are better suited to the learners’ abilities. It is important for teachers to record formative assessment by documenting and tracking learners’ progress using systematic ways that can easily provide insight into a student’s learning.

Formative assessment must also provide students with immediate feedback on how well they are learning throughout the teaching-learning process. Recommendations on how they can improve themselves should also be given by the teachers. Formative assessment enables students to take responsibility for their own learning and identify areas where they do well and where they need help. As a result, students will appreciate and make their own decisions about their progress.

What is Summative Assessment

Summative assessment may be seen as assessment of learning, which occurs at the end of a particular unit. This form of assessment usually occurs toward the end of a period of learning to describe the standard reached by the learner. Often, this takes place for appropriate decisions about future learning or job suitability to be made. Judgments derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and performance standards. Teachers must use methods to measure student learning that have been deliberately designed to assess how well students have learned and are able to apply their learning in different contexts. The results of summative assessments are recorded and used to report on the learners’ achievement. Primarily, the results of summative assessment are reported to the learners and their parents/guardians. In addition, these are reported to principals/ school heads, teachers who will receive the child in the next grade level, and guidance teachers who should help students cope with challenges they experience in school.

What is assessed in the classroom

Assessment in the classroom is aimed at helping students perform well in relation to the learning standards. Learning standards comprise content standards, performance standards, and learning competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge and understanding that should be learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content standards answer the question, “What should the learners know?”.

B. Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 2lst-century skills. The integration of knowledge, understanding, and skills is expressed through creation, innovation, and adding value to products/ performance during independent work or in collaboration with others. Performance standards answer the following questions:

  • “What can learners do with what they know?”
  • “How well must learners do their work*”
  • “How well do learners use their learning or understanding in different situations?”
  • “How do learners apply their learning or understanding in real-life contexts?”
  • “What tools and measures should learners use to demonstrate what they

C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that students need to demonstrate in every lesson and/ or learning activity.

D. Concept Development

The learning standards in the curriculum reflect progressions of concept development. The Cognitive Process Dimensions adapted from Anderson & Krathwohl (2001) may be a good way to operationalize these progressions. It provides a scheme for classifying educational goals, objectives, and standards. It also defines a broad range of cognitive processes from basic to complex, as follows: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.

How are learners assessed in the classroom

  Learners are assessed in the classroom through various processes and measures appropriate to and congruent with learning competencies derived in the K to 12 curriculum. Some of these processes and measures may be used for both formative and summative assessment, which have different goals. Learners may be assessed individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently what has been learned or mastered through a range of activities such as check-up quizzes, written exercises, performances, models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students to support each other’s learning. Discussions, role playing, games, and other group activities may also be used as performance-based formative assessment wherein learners support and extend each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has three parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in each part serves a different purpose.

Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’ understanding of a lesson/topic before direct instruction. It helps teachers understand where the students stand in terms of conceptual understanding and application. Formative assessment provides bases for making instructional decisions, such as moving on to a new lesson or clarifying prerequisite understanding.

During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the progress of the students in relation to the development of the learning competencies. It also helps the teacher determine whether instructional strategies are effective. The results of formative assessment given at this time may be compared with the results of formative assessment given before the lesson to establish if conceptual understanding and application have improved. On this basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the next lesson.

After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives were achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who require remediation and/or enrichment should be helped by the teacher using appropriate teaching strategies.

Summative Assessment

This form of assessment measures the different ways learners use and apply all relevant knowledge, understanding, and skills. It must be spaced properly over the quarter. It is usually conducted after a unit of work and/ or at the end of an entire quarter to determine how well learners can demonstrate content knowledge and competencies articulated in the learning standards. Learners synthesize their knowledge, understanding, and skills during summative assessments.  The results of these assessments are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively, learners may participate in group activities  in  which they cooperate to produce evidence of their learning. The process of creating a learning project is given more weight or importance than the product itself.

Components of Summative Assessment

Summative assessments are classified into three components,  namely,  Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA).  These three will be the bases for grading. The nature of the learning area defines the way these three components are assessed.

The Written Work component ensures that students can express skills and concepts in written form. Written Work, which may include long quizzes, and unit or long tests, help strengthen test-taking skills among the learners.  It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered. Through these, learners can practice and prepare for quarterly assessment and other standardized assessments. Other written work may  include  essays, written reports, and other written output.

The Performance Task component allows learners to show what they know and can do in diverse ways. They may create or innovate products or do performance-based tasks. Performance-based tasks may include skills demonstration, group presentations, oral work, multimedia presentations, and research projects. It is important to note that written output may also be considered as performance tasks.

Quarterly Assessment measures student learning at the end of the quarter. These may be in the form of objective tests, performance-based assessment, or a combination thereof.

GRADE Kindergarten – Grade 12 Summative Tests ( 1st to 4th Quarter)

By clicking the DOWNLOAD links you will be redirected to the compiled lists of Summative tests. Downloading teaching materials should not be that hard :).

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The Empowered Educator

Inspiring ideas, training and resources for early learning.

Summative Assessments for Early Learning

by The Empowered Educator 2 Comments

Summative Assessments for Early Learning

Early childhood educators are very familiar with the requirement to observe and understand a child's learning and development but it seems many become confused and overwhelmed when we begin talking about ‘assessment of learning' or writing summative assessments .

This might sound familiar to you….

“So I already have to do observations including learning stories, running records, photo collages and more as well as analyse and understand the learning observed then forward plan and extend upon a child's learning journey…now I have to do ‘assessments' as an extra on top of all of this…why?”

I've heard the statement above in varying forms from educators many times via my email, Facebook group and Facebook page recently. I'm not sure why it has seemingly become an increasing source of  concern   – perhaps more early years services, leaders, directors and coordinators are now requesting their educators to compile and write summative assessments without clearly explaining the why and how.

So let's break this down and I'll try to help you take action without having that toddler meltdown I know you were building up to…..(yep, I've been there to!)

What is a Summative Assessment?

Early childhood educators use assessments to give an overview of the ‘distance travelled’ by each child on their own unique learning journey. Although many early childhood educators do not like the term ‘assessment' used in relation to young children it is important to realise we are not talking about standardized formal testing, just ticking off checklists or writing out report cards for young children.

We are endeavouring  to communicate and tell a story about the child’s progress so far toward certain learning outcomes and goals and therefore enhance the continuous cycle of our planning. It should be a meaningful and reflective process for both educators and parents.

Now I know you are already sighing and telling me that you already do that with all the observations, programming, photos, checklists, learning stories etc…..and you are right, you do to an extent but we are talking about providing an overview of all of this information you have already worked hard on documenting and collecting. All of the ‘evidence' you have been collecting needs to come together to show an  ongoing cycle of planning, reflection and evaluation. We are required to use this information that we have been regularly recording to now ‘sum up'  a child's progress or ‘distance travelled'  over time.

This can take many forms – you might use a template writing something under each of the outcome areas, you might decide to do a summary of the learning using your own words and the language of the EYLF to highlight and explain progress, you might write a story to the child (and parents) talking about what they have achieved and demonstrated, you might put together a learning journal or portfolio.

There are many possibilities and it can take a little trial and error to work out what best suits your service and programming style.

Templates to use with the Summative Assessments Toolkit for early childhood educators.

If using a portfolio though you need to make sure you aren't just documenting the child's progress but also analysing it to meet current assessment requirements and best practice. If you struggle with understanding what should go in a portfolio or even if you need to do one take a look at this post for some tips and essential questions to ask so you aren't wasting your precious documenting time!

The expectation and requirement for Australian educators is basically a 2 step process in regard to assessment of  learning.

1.   Use various methods on a regular basis to observe a child and gather information about what he knows and what he can do.  Educators then review and analyse this information to identify learning against the EYLF outcomes and indicators. To complete this step educators use the information to plan further activities and extend upon that child's learning and development . It also helps to identify areas of concern and the possibility for referral and intervention. So this is the documentation you collect and record each week for different children (& groups).

2. At regular intervals throughout the year educators now must bring all of the above documentation together to form a ‘report' or ‘assessment' of the child's progress and distance travelled on the learning journey to that point. As well as progress toward learning outcomes it also becomes a general summary of the child's interests, needs and participation in activities and experiences throughout the year. You already have the hard work done – you just have to look over what you have collected and then use it to tell a child's learning story in the way that you (or your service, centre, leader) decide best does this. As mentioned above this can take many formats.

For those who prefer to use templates to give a little more direction you can find two to get you started in my FREE Summative Assessments Mini Guide here.

To keep it very simple think in terms of putting a jigsaw puzzle together. A summative assessment will  bring together all the individual observations, analysis and extensions you have already recorded to build a picture of a child’s progress over time in care and complete the jigsaw puzzle.

It might identify gaps, celebrate strengths and interests, indicate a requirement for early intervention, explain to parents how their child is learning and progressing and help educators to put new goals in place and think about how they can help the child to work towards those goals.

So hopefully you are beginning to see that writing a summative assessment doesn't need to be a whole lot of additional work if you are organised with your documentation sources throughout the year. But organisation is the key here.

It doesn't need to become an extra weight on your already heavy paperwork load. You just need to put a system in place to regularly bring together and review your ongoing documentation (the smaller puzzle pieces showing the child's learning)  that works for you. It becomes a way of ensuring that the great work you have done previously collecting information continues beyond just the analysis of learning you made at the time about one specific skill, activity or learning outcome and now becomes a piece of a bigger puzzle to show you an overall picture of that child's journey.

I like to use a simple documentation recording tool that helps me to keep track of all of my sources of documentation and other evidence as I progress – where it is kept, when I last updated it, reflections that highlighted something important and more. It allows me to see at a glance what I have so far completed for each child this year, the documentation sources I have used and gaps in information that might need to be addressed.

It also provides an easy way for me to quickly show evidence of an ongoing planning cycle and documentation contributing to forward planning and each child's progress toward learning outcomes and developmental areas. 

So with a summative assessment you are making those ongoing observations, checklists, samples of children's work, photos, reflections, parent communication/input, learning stories, jottings etc meaningful, relevant and also a valuable source of information for parents who may not understand the smaller pieces of the puzzle you have been working on or displaying throughout the year but they understand when they see the whole puzzle put together and presented to them in a clear summary format.

It can also help them to understand their child’s strengths and challenges, and plan how they can help extend the learning into their own home.

When writing a summative assessment, keep in mind that you aren't just aiming to sum up and share what you have learnt about the child's journey so far but you are also taking steps to reflect and identify how you can continue to support that child and extend upon their learning and growth .

You are using the information to create new learning goals as you move forward or the child moves into their next phase of learning somewhere new or perhaps as they begin school.

So how do I get started with Summative Assessments?

  • The NQS does not actually specify a format that must be used  for recording and putting together summative assessments.
  • Use the information I have shared above to gain a better understanding of what information you want to include and the purpose of assessing learning in early childhood settings.
  • Keep organised and always have your documentation sources ready to come together to help you write your assessment. If you have to go searching for bits and pieces of paperwork that you know you have completed throughout the year and ‘have somewhere' it is going to add to your workload and sense of overwhelm with planning expectations. Keep a record of what you have been documenting, where to find it and when you last updated it at the very minimum. I promise a little work setting up a system like this will save a whole lot of time mid year and also allow you to easily show evidence of an ongoing planning process and cycle if requested to do so. You will find an organisation form in my   Summative Assessments Guide if you don't want to create one yourself!
  • Decide on a timeframe to complete assessments that will show a consistent and systematic commitment to onging documentation, planning and analysis of a child's progress  in relation to learning outcomes and other important developmental factors. There is no set timeframe specified but many early learning services and educators choose to do once a school term, every 6 months or even annually. You need to decide on what works best for your service and the children in your care, trial that process and then review and change if required.
  • Try out a few different formats and assessment styles to find out what works most effectively for you.   Australian Educators – you don't just need to list out all of the EYLF Outcomes then write something underneath each section. This is only one way to record a summative assessment and bring all that you have observed and learnt about the child together . You might decide to use one of the other methods I mentioned earlier. Get creative and think about what might work best for the parents reading your assessment and how meaningful the information you are sharing is to future assessments and planning for the child and other educators who might take over.
  • After working through the process of summing up a child's progress and reflecting on what you know abut a child you then need to identify how to support and extend the learning for that child (even if their time is ending with you). Write down clear and actionable learning goals that have been highlighted by the assessment process and identified by you as important to continue the learning progress. I also like to include the steps I will take to help a child to achieve those goals so it informs my future planning.
  • Don't overthink or overcomplicate it! Use what you have already been working on throughout the year and your knowledge of the child to simply summarise the learning journey so far and develop future learning goals. That's it in a nutshell!

We discuss topics like this, share activity and environment inspiration and much more in my Empowered Ed Community on Facebook. join other early childhood educators from across the world to network and connect!

summative assessment examples for kindergarten

Jodie Clarke is an early childhood professional supporting educators who want and need to stay passionate about the work they do! She has 30 years hands-on experience in the early childhood and human services sectors across many different roles.

Jodie is mum to 3 in Australia and has already helped thousands of educators with their work through her popular blog posts, activity ideas, online training and e-books.

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Thank you for this very informative read. You have explained in detailed and guided me in how to correctly address summative assessments. Thank you for sharing your knowledge!

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QKLG: Assessment

Assessment is used to establish where learners are in an aspect of their learning at the time of assessment.

Kindergarten teachers assess children’s learning and development as part of everyday play, inquiry, projects, routines and transitions in planned and emergent experiences. Assessment is an ongoing, strengths-based process of gathering, analysing and reflecting on evidence of learning. Children should be given multiple opportunities to show what they know, understand and can do in each learning and development area.

The process of assessing children’s learning and development includes:

  • gathering evidence and documenting children’s learning in a variety of ways
  • analysing the evidence
  • identifying the next steps for learning
  • scaffolding children’s thinking and learning by providing constructive feedback
  • reflecting on feedback provided by colleagues, families and professional partners.

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Formative vs Summative Assessment in Early Childhood Education

Monitor preschoolers’ performance with effective assessment strategies.

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  • Child development

Formative vs Summative Assessment in Early Childhood Education

Assessment in early childhood education helps preschool teachers ascertain whether children are learning the content and skills they’re teaching. Assessment also helps teachers identify learning gaps and develop strategies to help children achieve their goals.

Educators use various formal and informal assessment methods. Formal methods include standardized tests and questionnaires, while informal methods include collecting data, observations, and portfolios. 

The most common types of assessment are formative and summative . As a preschool teacher, you might be familiar with these terms but still need clarification about how they work. In this article, we’re discussing how they differ and how to apply each in the classroom.

What is formative assessment?

Formative assessment gauges a child’s understanding during the learning process. It helps teachers answer essential questions like: Is the learning on track? What teaching strategies should be removed or improved? For example, imagine teaching preschoolers numbers 1-10, but most didn’t grasp the concept. Formative assessment provides teachers with real-time feedback to recognize where the children are unable to grasp concepts and gives them data to address any issues immediately.

Formative assessment is primarily informal , which works great for preschoolers as they learn best through play, exploration, and interaction. Through daily interaction with and observation of the children, you can collect information on their accomplishments, needs, interests, social skills, and behavior.  You can assess their learning in various scenarios like group instruction and activities, center rotations, recess, lunch, and individually working with them.

Formative assessment helps preschool teachers adjust instruction to meet each child’s needs as they grow and change. For example, a child finding it difficult to grasp concepts from a workbook might benefit from using physical objects or playing a game. Common examples of formative assessment include observation, one-to-one conversations, and samples of children’s work.

What is summative assessment?

Summative assessment happens at the end of a learning period and evaluates cumulative learning. It helps teachers gauge a child’s understanding and proficiency after a unit, lesson, or semester. After the learning period, teachers grade a child’s performance against a standard or benchmark. For example, while using a preschool assessment form , the teacher may write the letter “M” to indicate a child has mastered the alphabet or “D” to show a child is still developing a specific skill, like counting up to 10.

Summative assessments affect a child’s ability to progress to the next level or unit. For example, you may need to repeat lessons for a child who hasn’t grasped some concepts. On the other hand, a child who has mastered the concepts will move on to the next learning level. Summative assessment also helps highlight gaps in the curriculum and instruction so teachers can recognize where they need to change teaching strategies.

Difference between formative and summative assessment

Now that you understand the meanings of formative and summative assessments, let’s look at what makes them different.

Formative assessment is generally low stakes , and is mainly done by observation and interaction. On the other hand, summative assessment is usually high stakes because it’s graded and tends to have consequences if a child hasn’t mastered key concepts.

Formative assessments are primarily informal, allowing children to participate without knowing they are being assessed. On the other hand, summative assessments can be graded in alignment with instruction goals and expected outcomes, and in some cases, the child might be aware that you’re assessing them.

The time frame is one of the most significant differences between these two types of assessment. Formative assessments happen during the learning period and are ongoing as the teacher deems appropriate. However, summative assessments are often one-off at the end of the learning period.

Formative assessment focuses on improving how a child learns. It helps monitor the child’s learning progress so that teachers can catch problems early and adjust their instruction method if necessary. Summative assessment focuses more on evaluating the overall understanding of what children have learned.

Formative assessment covers small areas of learning, while summative assessment covers a large portion of learning. For example, a teacher will monitor the performance of a child’s recognition of the number “1” when performing a formative assessment and test the child’s recognition of numbers 1-10 when conducting a summative assessment.

Examples of formative assessment in early childhood education

Preschool formative assessments help teachers monitor children’s physical, cognitive, and social-emotional development. Examples include:


Teachers must observe children to determine whether they engage in the lessons and grasp essential concepts. However, monitoring and observation shouldn’t be limited to the classroom but should also go onto the playground during recess. Two childhood observation methods you can use include anecdotal records and running records. Anecdotal records are brief notes taken by a teacher detailing a child’s actions and comments during an activity. These notes are typically written in past tense and answer the questions “what, where, and when” of a specific activity. Running record observations on the other hand are written in the present tense, offering a detailed account of a child’s actions and interests as they happen.

Teachers will have a general idea of a child’s development by observing their behavior, interests, social skills, academic accomplishments, and more. Monitoring will help teachers understand the child's needs and what areas to spend more time on. An excellent way for educators to keep their observations organized is to print index cards with space for details like the date, the child’s name, a skill you’re assessing, and observations.

Samples of children’s work

Samples of children’s work, like drawings, crafts, and paintings, help their families understand what the children are learning. It’s helpful to include a few notes to explain the sample so the family has context on what the child was doing or what skill they were learning. Save each child’s samples in an individual folder or box.

One-to-one conversations

One-to-one conversations are effective because you get the opportunity to  interact with the child directly and really understand what a child knows and how they came to that knowledge. To dig deeper into a child’s understanding, ask questions like “ How did you figure that out? ”,  “ Tell me how you know ”,  “ Why do you think that? ” Remember to follow these up with clarifying questions.

Family communication

Summative assessment examples for early childhood.

While formative assessments are typically preferred in early education settings, summative assessments can still be used to gauge a child’s overall development and understanding.

Progress report cards

Progress report cards give families a quick and clear look at what areas the child is excelling in and where they need to improve. Ensure that you cover the child's progress in the main developmental areas—language, social-emotional development, physical skills, and cognitive skills. Your specific program will determine how often you issue a progress report card, however, quarterly or semi-annually is a great place to start.

Hands-on performance tasks

Performance tasks are practical, simple, and straightforward tasks that allow children to put their knowledge to work. They can help teachers evaluate specific skills such as color knowledge, pattern skills, or counting skills. For example, if you want to assess color knowledge and pattern skills, place manipulatives of three different colors in front of the child. Then ask them, “ Can you put all the yellow bears together, all the blue bears together, and all the green ones together? ” You can also do the same for different shapes. 

A portfolio is a structured way to document a child’s learning progress and growth over a period of time. It can include any material that highlights a child’s development such as drawings or art samples, photographs documenting a specific activity, or descriptions of conversations with the child. The portfolio can be a digital collection of records, a physical portfolio, or a combination of both.

The bottom line

The importance of formative and summative assessment in early childhood education can’t be overstated. While formative tools are an assessment “for” learning, summative tools are an assessment “of” learning. Both forms are effective, especially when you use them together.

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Formative vs. Summative Assessment: What’s the Difference? [+ Comparison Chart]

A close-up shot of a hand and a sheet of paper on which a student takes notes during a lecture.

In education, assessments are the roadmap guiding teachers and students to successful outcomes — from navigating subject matter to reaching academic milestones. But not all means of measuring success are the same. In this blog post we’ll explore two of these methods: formative vs. summative assessment.

To maximize teaching effectiveness, it’s important to understand the differences between each assessment type. Keep reading to learn the benefits of tailoring instruction to meet the diverse needs of every learner, plus tips on implementing both techniques.

summative assessment examples for kindergarten

What Is Formative Assessment?

Formative assessment is not actually a singular method, but instead, a variety of ways for teachers to evaluate student comprehension, learning needs, and academic progress in real-time throughout a lesson, unit, or course. 

These assessments aid in identifying areas where students are struggling, skills they find challenging, or learning standards they have not yet achieved. This information enables teachers to make necessary adjustments to lessons and instructional techniques to better meet the needs of their students. 

Its primary goal is to measure a student’s understanding during instruction; for example, with quizzes, tests, or exams.

As learning and formative assessment expert Paul Black puts it, “when the cook tastes the soup, that’s formative assessment. When a customer tastes the soup, that’s summative assessment.”

What Is Summative Assessment?

Summative assessment, on the other hand, is any type of evaluation that measures a student’s overall comprehension and achievement at the end of a unit, course, or academic period. It typically takes the form of final exams or projects, and aims to gauge what students have learned. Unlike formative assessment, which provides ongoing feedback, summative assessment focuses on determining the extent to which students have mastered the content overall.

This culmination of the learning process helps teachers determine proficiency levels against predefined standards or benchmarks. These assessments — which often carry higher stakes — are used for accountability, such as grading, ranking, and reporting student achievement to parents and school administrators.


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summative assessment examples for kindergarten

3 Examples of Formative Assessment

For a clearer idea of formative assessment , explore these three examples:

  • Exit tickets are brief assessments given to students at the end of a lesson or class period featuring questions that relate to that day’s work. Teachers use exit tickets to gauge student understanding before they leave the class, allowing them to adjust future instruction based on the feedback received. 
  • Think-Pair-Share involves three stages: First, prompting students to independently think about a question related to a lesson, then having them pair up with a classmate to discuss their thoughts, before finally asking them to share their discussion with the class. The process encourages active engagement, collaboration, and comprehension.
  • One-minute paper is aptly named, allowing students 60 seconds at the end of a lesson or class period to write down the most important concepts from the presented material. Teachers can review these papers to assess how well students understand the material at hand and address any misconceptions.

3 Examples of Summative Assessment

Likewise, here a few examples of summative assessments:

  • Final exams are comprehensive assessments that are typically given at the end of a course or academic year and cover a broad range of topics that were covered over a longer period of time. 
  • Standardized tests , such as the SAT and ACT, are administered and scored consistently across a large number of students for comparison purposes. They are also useful for identifying areas for improvement in educational systems and making decisions about student placement or advancement, such as admission into higher education institutions.  
  • End-of-unit projects are typically more extensive than regular class assignments and require students to demonstrate their understanding of multiple concepts or skills covered in the unit. Research, originality, collaboration, and presentation are often involved.

How to Grade Formative Assessments

Because of the unique nature of each type of student evaluation, there is also variety in grading summative vs. formative assessments. The following are considerations when grading formative assessments:

  • Focus on feedback by prioritizing constructive notes that guide students’ learning and improvement.
  • Use rubrics to establish clear criteria for assessment and ensure consistency in grading. 
  • Provide descriptive feedback that highlights strengths and areas for improvement.
  • Encourage self assessment to promote accountability and reflection as students examine their own work.
  • Focus on growth and development over time instead of final outcomes and grades exclusively.
  • Track progress to call out student achievement trends over time.
  • Use peer assessment to cultivate collaboration and diverse perspectives in evaluation.
  • Consider participation and effort in addition to academic achievement in order to take a big-picture look at education and achievement.
  • Communicate clearly to facilitate understanding and successful outcomes.

How to Grade Summative Assessments

Consider these methods as you grade summative assessments, keeping in mind a fair and accurate representation of students’ learning outcomes and progress.

  • Establish clear criteria to guide students on what is expected and to ensure transparency in assessment standards.
  • Use rubrics to keep evaluation criteria structured and promote consistency.
  • Assign numerical or letter grades to quantify performance and clearly articulate overall performance.
  • Consider weighting grades to reflect the relative importance of different aspects of student performance.
  • Provide feedback that is specific and actionable. 
  • Ensure fairness and consistency to uphold equitable grading for all students.
  • Communicate results clearly so that parents, students, and administrators understand learning outcomes.
  • Offer opportunities for review and reflection to encourage students to engage with their assessment and improve moving forward.
  • Use assessment data for instructional planning to tailor teaching strategies to student needs.
  • Adhere to school or district policies to maintain compliance and consistency.

Formative vs. Summative Assessment Comparison Chart

Understanding these differences is crucial for educators to help students succeed in meaningful and effective ways. When teachers try out different assessment methods and grading styles, they get a better handle on student needs and can create an environment for widespread growth and improvement. 

The best way for teachers to advance their knowledge and understanding of the latest assessment methods is to keep up with professional development opportunities, such as with the University of San Diego’s Professional and Continuing Education (PCE) certificate program. Explore the website to learn more about hundreds of online and independent courses for teachers covering a wide range of subjects.

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Summative Assessments In Early Childhood

  • Written by  Lorina
  • April 13, 2020

Summative Assessments In Early Childhood

Summative Assessment brings together information on what the child knows, understands and can do. You analyse this information, you tell a story and give an overview of a child's progress so far. This is the basis of summative assessment.

What is a Summative Assessment

The documentation you collect such as photos, jottings, observations, learning stories, work samples, parent input and more are used as evidence. You sum up all the documentation you have gathered through a variety of different sources, by asking how does it all fit together and how does it link to the learning outcomes. Basically you are providing an overview of all the documentation you have collected to show a cycle of planning, reflecting and evaluating and how the child's progresses over time.

When developing a summative assessment, you have a few options:

  • you can use a template and write details under each learning outcome
  • write a story to the child and their family which explains their achievements and what they have demonstrated develop time.
  • create individual portfolios
  • write a summary of learning in a learning journal for each child that they can share with their families

When writing a summative assessment it should:

  • emphasise children’s strengths and make their learning visible
  • draw on the family’s knowledge about their child so that the documentation
  • reflects the child’s life at home as we as at the service
  • be free from bias
  • be written in clear, easy-to-understand
  • language that makes sense to families
  • reflect knowledge of the child’s social or cultural background
  • occur systematically and regularly so that, over time, educators gain a complete picture of each child’s
  • progress in relation to the Learning Outcomes

To complete a summative assessment, you need to plan to support further learning. This can be identified when there are gaps of information in relation to a particular learning outcome. This enables you to look for further examples and which learning outcomes to highlight and focus on during planning in the future.

Examples Of Summative Assessment

The following provides a summary of learning under each of the EYLF Learning Outcomes, that forms the Summative Assessment:

summative assessment examples for kindergarten

A summative assessment builds a picture of the child progress over time, through the evidence you have collected. The Learning Outcomes provides key reference points in which a child's progress can be identified and documented and shows an overall picture of a child's learning journey.  For more template ideas for Summative Assessment: EYLF Templates You can also use our digital documentation app - Appsessment to create your own Summative Assessment. You can generate a report which will show the analysis of learning you have added for all the documentation you have created and you can use this to form your Summative Assessment.  References: Summative Assessment, NQS Professional Learning Program E-Newsletter, 2012 ACEQA Guide To The National Quality Standards, 2011

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    So, ditch the boring test; here are 25 formative assessment examples for kindergarten classrooms that are guaranteed to be engaging, and most importantly, fun! Keep It Short and Sweet with Quick Checks. Forget paper tests and long quizzes. These quick checks are all about keeping things short while providing immediate feedback in a way that ...

  17. Summative Assessment for Kindergarten

    What is Classroom Assessment. Assessment is a process that is used to keep track of learners' progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the ...


    Summative assessment provides a cumulative description of student achievement and assists students, parents and teachers to plan further instruction and learning activities. Methods of summative assessment used in Kindergarten include: performance-based tasks. learning logs. conferences. checklists.

  19. 18 Formative Assessment Examples Elementary Students Love as Much as

    Jumping Letter Recognition. Let's start off with a formative assessment example for primary teachers that doubles as both a letter recognition assessment and an active activity to get some of those wiggles out. Grab the painter's tape, and tape letters to your classroom floor! Students line up, and you call out a letter for students to ...

  20. How to use Summative Assessments in Early Childhood

    1. Use various methods on a regular basis to observe a child and gather information about what he knows and what he can do. Educators then review and analyse this information to identify learning against the EYLF outcomes and indicators. To complete this step educators use the information to plan further activities and extend upon that child's ...

  21. QKLG: Assessment

    QKLG: Assessment. Assessment is used to establish where learners are in an aspect of their learning at the time of assessment. Kindergarten teachers assess children's learning and development as part of everyday play, inquiry, projects, routines and transitions in planned and emergent experiences. Assessment is an ongoing, strengths-based ...

  22. Formative vs Summative Assessment in Early Childhood Education

    Formative assessment covers small areas of learning, while summative assessment covers a large portion of learning. For example, a teacher will monitor the performance of a child's recognition of the number "1" when performing a formative assessment and test the child's recognition of numbers 1-10 when conducting a summative assessment.

  23. Formative vs. Summative Assessment [+ Comparison Chart]

    3 Examples of Formative Assessment. For a clearer idea of formative assessment, explore these three examples:. Exit tickets are brief assessments given to students at the end of a lesson or class period featuring questions that relate to that day's work. Teachers use exit tickets to gauge student understanding before they leave the class, allowing them to adjust future instruction based on ...

  24. Summative Assessments In Early Childhood

    Examples Of Summative Assessment. The following provides a summary of learning under each of the EYLF Learning Outcomes, that forms the Summative Assessment: A summative assessment builds a picture of the child progress over time, through the evidence you have collected. The Learning Outcomes provides key reference points in which a child's ...