The implementation of SSAs and LSAs in schools still causes dissatisfaction among teachers. We frequently encounter such complaints on social media. According to teachers, these summative assessments lead to additional time loss during the lesson process.
So, if SSAs and LSAs are abolished, what assessment model can be applied in their place?
Təranə Nuriyeva, winner of the "Young Teacher of the Year" competition, shared her thoughts on the topic with AzEdu.az.
Our interviewee stated that when assessment is properly planned as an integral part of teaching, it transforms not into additional time loss, but into a stage that supports learning:
“In recent years, various discussions have been held regarding SSAs (Small Summative Assessments) and LSAs (Large Summative Assessments) applied in schools. Some teachers believe that these assessments are time-consuming and slow down the lesson process. Others, however, consider these assessments important for objectively measuring students' knowledge levels. In fact, it is not correct to evaluate this issue solely as ‘time loss’. If assessment is properly planned as an integral part of teaching, then it does not cause additional time loss; on the contrary, it transforms into an important stage that supports learning."
SSAs and LSAs are not intended as additional work at the end of a lesson, but rather aim to measure learning and guide the teacher in planning subsequent lessons:
“This process does not take more time than the total time allocated for the lesson, as assessment is pre-planned in the curriculum. Summative assessments provide teachers with feedback opportunities. Through these results, the teacher determines which topics have been mastered and which require additional explanation and support. This increases the effectiveness of subsequent lessons and reduces the time allocated for repetition."
If the format of SSAs and LSAs is changed in the future, models such as formative assessment, portfolios, project-based assessment, and digital assessment can be applied in their place:
“Summative assessments foster a sense of learning responsibility in students. Students know that the knowledge and skills they acquire will be tested at certain stages, which creates a habit of continuous learning in them. In this sense, assessment is not an additional stress for the student, but a means of motivation for development.
Global experience also shows that it is more appropriate not to completely abolish assessment, but to change its form. For example, in countries like Finland, Estonia, and Canada, summative assessment systems have not been entirely abolished; instead, there has been a shift from a test-based approach to process-oriented and development-based assessment. There, assessment is perceived not as an exam, but as part of the learning process."
It is also possible to implement a more flexible and process-integrated summative assessment system in Azerbaijan:
“If the format of SSAs and LSAs is changed in the future, models such as formative assessment, portfolios, project-based assessment, and digital assessment can be applied in their place. Formative assessment is based on the student's daily activities, responses, and project work; the teacher provides immediate feedback and plans subsequent lessons accordingly. Portfolios, on the other hand, allow tracking a student's development through work samples collected throughout the year. Project-based assessment combines knowledge and skills with activities aimed at solving real-world problems. Digital and AI-based assessment, in turn, reduces the teacher's workload and provides personalized results.
All these approaches indicate that the complete abolition of SSAs and LSAs will not automatically increase the quality of education. The main goal is to change their form, directing them towards monitoring learning and supporting development. If the assessment process is accepted as a natural part of learning, it will not be considered an additional burden or time loss for either the teacher or the student.
Consequently, the goal should not merely be to assign grades, but to monitor learning, support development, and unleash the potential of each student. Only in this case can assessment become an integral and beneficial part of education."
