对于教师来说，这将给他们一个机会，让他们知道学生是否理解了这个主题的重要基础。总结性评价是通过作业和考试的方法进行评价。通过这些方法，教师可以理解学生们是如何学习和理解这个主题的。赋值评估被认为是一个由它被利用的方式的总结性评估。然而，这并不是通过考试、作业或自我评价的设计。这是一个重要的评估工具。总结评估被认为是工具，因为它们有能力评估任何程序的有用性。他们致力于改善学校或机构。它们有助于调整课程设置。这也有助于学生在适当的项目中被放置。他们在课堂上提供大量信息，帮助很多人。总结性评价的另一个优点是在学习过程中，他们帮助进行教学调整和干预。总结性评价的结果被记录为学生的成绩或成绩。他们可以采用考试成绩，字母等级，或成绩单的形式，可以在大学录取过程中使用。许多学校、地区和课程都将总结评价作为评分系统的主要参数。此外，对职业化、课堂气氛、计划、指导、准备等进行了评价。它让老师有韧性去评价他或她自己如何才能达到他们的目标(Shinkfield & Daniel 1995)。此外，课程布置的决策也是用总结性的评价来做的。
For teachers, this would give them a chance to know if the students have understood the important fundamentals of the subject. A summative evaluation follows certain strategies for evaluation by means of assignments and tests. By these ways, teachers can gain understanding of how the students have learned and understood the subject. An assignment assessment is said to be a summative one by the way it is utilized. This is however, not by the design of the test, assignment or by self-evaluation. It is a significant tool for evaluation. Summative evaluations are considered as tools, as they have the capability to evaluate the usefulness of any program. They work towards the improvement of the school or institution. They are helpful in aligning curriculum. This is also are helpful for the students to get placed in appropriate programs. They assist a lot as they offer a lot of information in classroom level. The other advantage of summative evaluation is that they help in making instructional adjustments and interventions during the process of learning. The results of summative evaluations are recorded as scores or grades into the students’ academic records. They can be in the format of test scores, letter grades, or report cards which can be used in college admission process. Many schools, districts, and courses regard summative evaluation as a major parameter in the grading system. Moreover, evaluation is done on professionalism, classroom climate, planning, instruction, preparation and more. It gives the teacher the tenacity to evaluate him or herself in how they are able to achieve their target (Shinkfield & Daniel 1995). Furthermore, course-placement decisions are also made with summative evaluation.