Mileposts and Checkpoints

Denise Burson
Sep 29, 2008

Distinguishing between formative and summative assessments requires thoughtful and purposeful planning. Johnson (1996) says teachers should consider assessments as mileposts (summative) or as checkpoints (formative). He suggests that teachers plan a number of milepost assessments for each unit of study and then "design appropriate checkpoints-those activities which prepare students for the Milepost Assessment." When the teacher knows what summative assessment will be used, he/she can ensure that the students have the appropriate practice opportunities.

Characteristics of Assessments:

Summative:

• Assessment of learning

• Snapshot of attainment at the end of a unit or key period of time

• Comparision of achievement against learning outcomes

• Comparison of learners against each other (standardized tests)

• Award qualifications

• Teacher centered

Formative:

• Assessment for learning

• Feedback for students on their performance/achievement

• Identification of students' need(s) and guides student instruction

• Performance improvement

• Constant occurrence in the classroom

• Increase in motivation to learn/study

• Promotion of self-assessment and self-monitoring

• Promotion of further improvement of student attainment

• Centered with student

Common Elements of Assessments:

• Focus on expectations

• Engaging for students

• Enhancing student knowledge and skills

It is important to give students opportunities to practice their new knowledge, skills and behaviors before mileposts and checkpoints. Rogers and Graham, 1997, suggest that educators use more than one assessment method. This ensures comprehensive and consistent indicators of student performance.

The Amazing Book of Connections for Learning provides more information on Assessments for Learning!