3 Types of Learning Assessments

From formative and summative assessments to criterion-referenced and benchmark assessments, all types of learning assessments have unique function. But what are the types of learning assessments, and more importantly, when should you use them? If curriculum is the “what” of teaching and learning models are the “how,” then assessment is what challenges our assumptions about the what and the how. Assessment is commonly referred to as formative assessment–that is, assessment designed to inform instruction. Below, we identify types of assessment of learning.

1. Diagnostic assessments are used at the beginning of a course or unit to determine students’ prior knowledge, skills, and understanding of the subject matter. This type of assessment helps teachers identify students’ strengths and weaknesses, allowing them to plan instruction that meets their students’ specific needs. Examples include pre-tests, surveys, or initial observations. One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and skills before instruction. Another way to think about it: A baseline to work from.

2. Formative assessments are ongoing processes that teachers use to monitor student learning and provide feedback during instruction. These assessments help teachers adjust their teaching strategies to improve student understanding and performance. Examples include quizzes, class discussions, and homework assignments that inform teachers about student progress. One way to think about it: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process. Another way to think about it: Like a doctor’s ‘check-up’ to provide data to revise instruction.

3. Summative assessments evaluate student learning at the end of an instructional period, such as the end of a unit, course, or school year. These assessments are used to determine if students have met the learning objectives and to assign grades. Examples include final exams, end-of-term projects, and standardized tests. One way to think about it: Measures a student’s achievement at the end of instruction. It’s like talking to someone about a movie after the movie is over. Another way to think about it: It’s macabre, but if formative assessment is the check-up, you might think of summative assessment as the autopsy. What happened? Now that it’s over, what went right and what went wrong?

Allison Green
Boston Tutoring Services