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?for those who may possess a little less knowl- edge of specific points of grammar but who can combine several pieces of informa- tion from the text, as opposed to the previous two examples where knowledge of the answer was all or nothing.Summative assessment results are usually provided in the form of scores or grades, though increasingly, some type of corrective feedback may also be given.As is the case

?Alternative approaches to assessment

?with norm-referenced and discrete-point uses of tests, the same test may be used for both formative and summative purposes, depending upon the type and scope of feedback that is provided.There I was discussing the integration of input modalities, so that test takers had, for example, to read a passage and listen to a text on a similar topic, then write an essay summarising, comparing or contrasting the points from the two sources.It should be noted that the discrete-point/integrative distinction is not in fact an either/or dichotomy: tests can be placed on a continuum from clearly discrete-point to clearly integra- tive.?Both approaches to language testing have their uses, depending upon test purpose, and both have their place in the tester's repertoire of techniques.

‏for those who may possess a little less knowl- edge of specific points of grammar but who can combine several pieces of informa- tion from the text, as opposed to the previous two examples where knowledge of the answer was all or nothing.
‏Both approaches to language testing have their uses, depending upon test purpose, and both have their place in the tester’s repertoire of techniques. It should be noted that the discrete-point/integrative distinction is not in fact an either/or dichotomy: tests can be placed on a continuum from clearly discrete-point to clearly integra- tive. It should be remembered, too, that the term integrative task, as used here, is distinct from, though related to, the term integrated task, as used in Chapter 3. There I was discussing the integration of input modalities, so that test takers had, for example, to read a passage and listen to a text on a similar topic, then write an essay summarising, comparing or contrasting the points from the two sources.
‏4.5 FORMATIVE AND SUMMATIVE ASSESSMENT
‏ Yet another distinction often made in language testing is that between formative and summative assessment. The purpose of formative assessment is to provide learners with information about their progress which they can use to guide their continuing learning, or to provide teachers with information which they can use to guide course development and lesson planning. Summative assessment, on the other hand, is usually carried out at the end of a course of study to measure achieve- ment. The results of formative assessments are often provided to learners in the form of feedback on strengths and weaknesses in learning and information about what to do in order to make further progress or correct weak points. Summative assessment results are usually provided in the form of scores or grades, though increasingly, some type of corrective feedback may also be given. As is the case

‏Alternative approaches to assessment

‏with norm-referenced and discrete-point uses of tests, the same test may be used for both formative and summative purposes, depending upon the type and scope of feedback that is provided. However, as is usually the case as well, it is better to develop a test specifically for the purpose for which it is to be used: a test developed for formative assessment would no doubt reflect the methods and materials used for learning to a greater degree than would be necessary for a test developed for