Choosing diagnostic, formative or summative assessment
Diagnostic assessment finds the starting point. Formative assessment shapes teaching as it happens. Summative assessment checks what was achieved at the end.
The three types
- Diagnostic: at the start of a lesson, unit, term or year. Finds out what students already know and where to start teaching. Formal diagnostic tests are given by qualified teachers and specialists, usually after a referral.
- Formative: throughout lessons and units. Monitors progress, gives timely feedback and helps teachers adjust as they go.
- Summative: at the end of a unit, term or year. Checks what students achieved against outcomes and standards, and shows trends across schools and the system.
Examples
Diagnostic – informal (made by teachers)
Teacher observation and notes, unit pre-tests, student surveys, interest inventories, oral questioning, reviewing student work, and conversations with previous teachers, students and parents.
Diagnostic – formal (used by qualified teachers and education specialists)
Developmental scales and checklists, benchmark assessments, screening instruments, hearing and vision tests, individual tests in reading, writing, spelling or mathematics, and special education assessments.
Formative
Teacher observation, student self-assessment, peer assessment, samples of work, class discussions, problem-solving activities, quizzes, journals, oral questioning, learning logs, brainstorming, checklists, lab work, think-pair-share, surveys, exit cards, show of hands, and work-integrated learning such as co-op placements and apprenticeships.
Summative
Products such as reports, essays, projects, models, presentations and portfolios; performances such as music, dance and drama; applying learning to real-world problems; innovation projects; end-of-unit tests; final school exams; national literacy and numeracy assessments; regional exams; standardised tests; and international tests such as PISA and TIMSS.
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