Paul E. Newton, Clarifying the purposes of educational assessment, Assessment in Education: Principles, Policy & Practice, (2007) 14:2, 149-170.
An analysis of the difficulties associated with dividing assessment into summative and formative purposes.
He represents concerns that the use of summative and formative for assessment might be a problem because of the lack of clear theoretical and philosophical clarity in the underpinnings (and definitions).
Considers the distinction between formative and summative purposes as “spurious”. (p. 151).