WILLIAM
British Educational Research Journal, Vol. 22, No. 5, 1996 537 Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment? DYLAN WILIAM & PAUL BLACK, King's College London ABSTRACT The assessment process is characterised as a cycle involving elicitation of evidence, which when interpreted appropriately may lead to action, which in turn, can yield further evidence and so on. An assessment is defined as serving a formative function when it elicits evidence that yields construct-referenced interpretations that form the basis for successful action in improving performance, whereas summative functions prioritise the consistency of meanings across contexts and individuals. Aspects of the interplay of meanings and consequences are exploredfor each of the three phases, and it is suggested that this interplay may be fruitful in distinguishing the two functions. Tensions between ...