摘要：The terms ¡®formative¡¯ and ¡®summative¡¯ when linked to assessment can cause
confusion. Should these terms be dropped? Should we move on from them?
This paper argues that it is the common shortening of the full and meaningful
terms, ¡®assessment for formative purposes¡¯ and ¡®assessment for summative
purposes¡¯ that contributes to a confusion over assessments, information and
methods, particularly for pre-service teachers and those with less teaching
experience. By being well-informed about both purpose and assessment
activity, teachers will have greater clarity in understanding, communication and
practice regarding these important and useful concepts.
