What it is: Summative assessment is an assessment that is used to evaluate learning outcomes and measure student achievement at the end of a unit, course, or instructional period. It is typically administered after the completion of instruction and is used to provide an overall measure of student performance, often in the form of a final grade or score.

Why it is used: Summative assessments are used for several reasons, including:
To evaluate the effectiveness of a teaching program or curriculum
To determine whether students have met the learning objectives or standards for a particular course or subject
To provide feedback to students, parents, and educators on a student's progress and areas for improvement
To compare the performance of students across different schools or districts
To inform decisions about future educational goals and interventions.

Examples of summative assessment: Final exams, end-of-term papers, standardized tests, culminating projects, portfolios, graded presentations, comprehensive exams, final performances or recitals, certification exams, national or international exams, etc.

What it is: Assessment for learning is an educational approach that involves ongoing, formative assessment practices designed to support and enhance student learning. It is used to gather information about students' knowledge, skills, and understanding during the learning process, and then use that information to provide feedback, adjust instruction, and promote student growth.

Why it is used: Assessment for learning is used to: Identify learning needs and gaps: It helps teachers identify where students are struggling and what they need to work on to improve their understanding; Provide feedback to students: It helps students understand their strengths and weaknesses and what they need to do to improve their learning; Monitor student progress: It helps teachers track the progress of their students over time and adjust their teaching to better meet their needs; Improve teaching: It helps teachers identify what is working in their teaching and what needs to be improved; Encourage student self-assessment: It helps students become more aware of their own learning and take responsibility for it; Motivate students: It helps students see the value of their learning and encourages them to take an active role in their own learning.

Examples of assessment for learning include: Formative assessments, self-assessment and peer-assessment, classroom observations and informal assessments, goal-setting and reflection, diagnostic assessments, etc.

What it is: Simply put, it is learning about learning. This assessment involves students monitoring and gathering information about their own learning. An assessment as learning helps a student to understand how they are progressing in their learning and what, if anything, they can do to improve. In assessments as learning, students are their own assessors, monitor their own learning, and ask questions. These assessments also teach critical thinking skills and problem-solving.

Why it is used: It encourages students to take responsibility for their learning, set achievable goals for themselves, and objectively measure their progress. Assessments as learning play an active role in increasing student motivation. They also help to further engage students in the learning process and take increased responsibility for their learning.

Examples include peer assessments, self-assessments, reflections, and rubrics.

What it is: It refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions).

Why it is used: The purpose of assessment of learning is to measure, certify, and report the level of students’ learning, so that reasonable decisions can be made about students. Assessment of learning is essential because it helps teachers and students to:Evaluate student progress and achievement-Identify areas of strength and weakness-Monitor and improve teaching and learning-Provide feedback to students and parents-Assign grades and determine promotion or graduation-Meet accountability requirements for schools and universities.

Examples include not only tests and examinations, but also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods. It can be in the form of formative, summative or performance-based assessment.

What it is: Formative assessment is an ongoing process used in education to gather information about students' knowledge, skills, and understanding during the instructional process. It is used to provide feedback to students, guide their learning, and inform instructional decisions. Formative assessment is typically conducted throughout the learning process, allowing teachers to monitor students' progress, identify areas of strength and weakness, and tailor instruction to better meet students' needs.

Why it is used: The primary purpose of formative assessment is to support student learning. By providing timely and specific feedback, formative assessment helps students understand their current level of understanding and areas that need improvement. It empowers students to take ownership of their learning, engage in self-assessment, and make adjustments to their learning strategies.It also provides valuable information to teachers. It helps teachers identify instructional gaps, adjust their teaching strategies, and differentiate instruction to meet the diverse needs of their students. Teachers can use formative assessment data to identify students who may need additional support or challenge, and to make informed decisions about instructional pacing, content, and methods.

Examples of formative assessment: Classroom discussions, exit tickets, observations, written reflections, quizzes or quick checks, group activities, peer feedback, digital tools (like interactive simulations or games), concept maps or graphic organizers, teacher-student conferences, etc.

What it is: It is a test that is designed to compare an individual to a group of their peers, usually based on national standards and occasionally adjusted for age, ethnicity or other demographics. It draws from a wide range of data points to make conclusions about student achievement. The pros of norm-referenced assessments are that they accentuate differences among test-takers and make it easy to analyze large-scale trends. The cons are they do not encourage complex thinking and can inadvertently discriminate against low-income students and minorities.

Why it is used: They are used to measure student achievement for determining language ability, grade readiness, physical development, college admission decisions, and needs for additional learning support. They give educators the ability to easily measure a student's ability and skill development. They also help students compare their own performance to others in a predetermined peer group.

Examples include IQ tests, physical assessments, California Achievement Test, Iowa Test of Basic Skills, Stanford Achievement Test, TerraNova, standardized college admissions tests (including the SAT, ACT, and GRE), and tests that are graded on a curve

What it is: It is a test that compares the score of an individual student to a learning standard and performance level, independent of other students around them. Criterion-referenced assessments are most often compared with norm-referenced assessments. The biggest difference is that a criterion-referenced assessment does not measure students against their peers.

Why it is used: It is used to measure academic achievement, identify learning problems, or inform instructional adjustments. It can also be used to qualify individuals or entities to certain standards which demand proficiency. In a criterion-referenced assessment, each student is graded to provide insight into their strengths and areas for improvement.

Examples include Advanced Placement (AP) exams, National Assessment of Educational Progress, tests at the end of subject units, final exams, high school exit exams, professional licensing exams, clinical skill competency tools, citizenship tests, and driving tests.

What it is: A diagnostic assessment is a type of pre-assessment in which teachers evaluate students’ strengths, weaknesses, knowledge, and abilities before teaching. It helps to identify the areas where the student needs additional support and the interventions that may be required to improve their learning outcomes. Diagnostic assessments are typically given at the beginning of a new school year or when a student enters a new school.

Why it is used: Diagnostic assessments are used to: Collect valid information about what students already know about a topic-Identify the areas where a student is struggling-Evaluate the level of understanding of the student in a specific subject or skill area- Construct a realistic plan that solves any knowledge gaps - Address any errors before starting a learning activity-Develop a plan to support the student's learning-Monitor the student's progress over time-

Examples of diagnostic assessments include Curriculum-based Measurements, checklists, Impromptu quizzes, Entry Slips, Unit Pretest, and Surveys and Questionnaires. They can be informal or standardized. An informal diagnostic assessment arises before the start of a new learning session. A standardized diagnostic assessment evaluates a student’s knowledge and identifies any existing gaps using well-defined testing techniques.

Why it is used: Assessments can help educators identify if students are making progress and what adjustments to make to the class curriculum to ensure students are successful in their education. Performance assessments are also very helpful while evaluating the effectiveness of course lesson plans. They can engage and pique the interest of students. They can be accurate indicators of what students know and whether they can use their knowledge. They can increase instructor confidence by allowing them to evaluate lesson plan effectiveness. They can identify how well an instructor is teaching and provide progress reports for student learning.

Examples include: Standardized assessments or norm-referenced: Assessments that use a basic threshold to understand student knowledge and provides a grade or score as an assessment result. Examples include the ACT, SAT, AP examinations and IQ examinations. Interim assessments: Assessments that are administered multiple times in a school year. They use benchmarks throughout the school year to identify the success of lesson plans. Summative: Educators use this type of assessment to evaluate student knowledge after completing a course.

What it is: A performance assessment involves applying and showing skills and knowledge through various performance tasks. The purpose of a performance assessment is to improve the student learning experience and evaluate the effectiveness of lesson plans. These assessments measure how well a student can apply the knowledge they've learned, not if they can recall the knowledge.

Additional resources: https://phecanada.ca/sites/default/files/content/docs/assessment/assessment-as-learning-en.pdf

Additional resource: Getting started with Assessment for Learning How to Use Assessment for Learning in Schools Assessment for Learning: 10 Principles

Additional resource link: https://curriculum.gov.mt/en/Assessment/Assessment-of-Learning/Documents/assessment_of_learning.pdf VIDEO :]().

Additional resouce: What Makes Summative Assessment a Powerful Tool for Teachers 9 Summative Assessment Examples to Try This School Year

Additional resouce: What is formative assessment? 13 Formative Assessments That Inspire Creativity

Additional resource: PDF
Video

Additional resource link: PDF ()

Additional resources: https://www.theedadvocate.org/norm-referenced-test/

Additional resources: https://www.edglossary.org/criterion-referenced-test/

What it is: Ipsative assessment is a type of assessment that measures an individual's performance or characteristics relative to their own past performance or characteristics, rather than comparing them to external standards or norms. In other words, ipsative assessment focuses on an individual's progress, growth, or changes over time, rather than comparing them to others or an external benchmark.

Why it is used: Ipsative assessment is used for Self-Reflection: Ipsative assessment encourages individuals to reflect on their own strengths, weaknesses, and progress over time, leading to self-awareness and self-improvement; Personal Development: Ipsative assessment can help individuals identify areas for personal growth and development by comparing their current performance to their past performance, setting goals, and tracking their progress; Motivation: Ipsative assessment can be motivating, as individuals strive to improve their own performance and surpass their previous achievements; Reduced Bias: Ipsative assessment can reduce bias and unfair comparisons, as it focuses on individual progress rather than comparing individuals to external standards or norms, which may not be culturally or contextually appropriate.

Examples of ipsative assessments include: Personal Development Plans: These plans involve individuals setting goals for their personal growth and development, and then assessing their progress over time by comparing their current performance to their past performance; Self-Assessment Questionnaires: These questionnaires ask individuals to assess their own skills, abilities, or characteristics, and then reflect on their progress over time; Learning Journals: These journals require individuals to reflect on their own learning and progress, and document their achievements, challenges, and improvements over time; Performance Appraisals: In some cases, performance appraisals can be conducted using an ipsative approach, where an individual's performance is compared to their own past performance, rather than to external standards or norms.

Additional resource: What is ipsative assessment and why would I use it?