Types of

Formative
assessment
Summative
Diagnostic
 • The term diagnosis has been taken from
medical profession. Difficulties in
learning occur at all levels and among
pupils of both high and low mental
ability. Like a doctor, teacher uses
Diagnostic similar techniques to diagnose the
relative strength and weaknesses of
assessment pupil in specific area of study, analyses
the causes for the same and then gives
helpful measures as per necessity.
 • constant observation of pupils,analysis
of performance, achievement test
,analysis of anecdotal records
• by observing the pupil’s participation in
class room activities, peer relationship’
independent work.
– By taking physical and health
It can be records about vision, hearing etc.
done by and family background.
– By interviewing pupil to know the
problem and their elimination.
– By parent conference.
– By clinic guide like vision tester,
audio-meter etc., consultation with
doctor ,counselors, psychologists..
 • A criterion-referenced test is used to
ascertain an individual’s status with
respect to a defined achievement
domain. It is concerned with the
performance of an individual in terms of
Criterion- what he can do or the behaviour he can
demonstrate. In this evaluation there is
referenced a reference to a criterion but there is no
reference to the performance of other
evaluation individuals in the group.
 • A norm referenced evaluation test is
used to ascertain an individual’s status
with respect to the performance of
other individual on that test. Here
Norm- measurement act relates to some norm,
group or a typical performance. It is an
referenced attempt to interpret the result in terms
of the performance of certain group it is
evaluation used by teachers to differentiate and
classify among students of some
defined group like age or grade.
Features It is
used for • Discriminating students who have different
backgrounds
• Classifying the students for the purpose of
selection in some course
• As a guideline for students
• Promoting the students in higher class
• The selection of employees by the employers
• Counsellors and guidance workers
• Teachers to rank the students
Introduction • Michael Scriven coined the term
of Formative formative assessment in 1967. It is also
known as educative or classroom
assessment assessment.
 • Assessment that takes place
continuously during the course of
teaching and learning to provide
teachers and students with feedback to
close the gap between current learning
Defination of and desired goals”. (Black & William,
formative 1998)
• “A systematic process to continuously
assessment gather evidence and provide feedback
about learning while instruction is
under way”. (Heritage, Kim, Vendlinski,
& Herman, 2009: 24)
 • Formative assessment is a planned
process in which teachers or students
use assessment-based evidence to
adjust what they’re doing”. (Popham,
2008)
Definition
  Teachers determine where students are
in meeting the objectives
 Students are encouraged to become
accountable for their own learning
 Timely, descriptive feedback motivates
Significance students to keep trying as the goals are
of formative clear
 Help students identify their strengths,
assessment weaknesses and target areas that need
work
 A technique to help the students
optimize learning
  Diagnosis students difficulties
 Measures improvement over time
 Provides information to inform students
Purposes of about how to improve learning
formative  Improves instruction and provides
students with timely feedback
assessment  Identifies gaps in knowledge and
understanding
 used to evaluate student learning, skill
acquisition, and academic achievement at
the conclusion of a defined instructional
period—typically at the end of a project,
unit, course, semester, program, or school
year.
Summative Summative Assessments are given
assessment periodically to determine at a particular
point in time what students know and do
not know.
 F O R M AT I V E S U M M AT I V E
A S S ES S M E N T A S S ES S M E N T

Assessment for learning Assessment of learning

Focuses on the process Focuses on the outcome

Difference Monitor student learning provide teachers and

between to provide ongoing
feedbacks that can be
students with information
about the attainment of
formative used by instructors to
improve their teaching
knowledge
and by the students to
and improve their learning

summative
Helps to identify students The goal is to evaluate
assessment strengths and weaknesses
and target areas that need
student learning at the
end of an instructional
work. unit by comparing it
against some sort of
standard or benchmark
 Difference Help faculties recognize
where students are
between struggling and address
problems immediately
formative
and Foster development Assess whether the
summative and improvement
within an on-going
results of the object
being evaluated met
assessment activity the stated goals.