There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms:
Assessment A working definition of Assessment for learning from a widely cited article contends:
"the term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.
Since this seminal article, educators have differentiated assessment according to its purpose:
Assessment for learning
comprises two phases—initial or diagnostic assessment and formative assessment
assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation)
verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps
as teachers check on understanding they adjust their instruction to keep students on track
no grades or scores are given - record-keeping is primarily anecdotal and descriptive
occurs throughout the learning process, from the outset of the course of study to the time of summative assessment
Assessment as learning
begins as students become aware of the goals of instruction and the criteria for performance
involves goal-setting, monitoring progress, and reflecting on results
implies student ownership and responsibility for moving his or her thinking forward (metacognition)
occurs throughout the learning process
Assessment of learning
assessment that is accompanied by a number or letter grade (summative)
compares one student’s achievement with standards
results can be communicated to the student and parents
occurs at the end of the learning unit
Evaluation
judgment made on the basis of a student’s performance
Diagnostic assessment (now referred to more often as "pre-assessment")
assessment made to determine what a student does and does not know about a topic
assessment made to determine a student's learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects
occurs at the beginning of a unit of study
used to inform instruction:makes up the initial phase of assessment for learning
Formative assessment
assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study
used to inform instruction and guide learning
occurs during the course of a unit of study
makes up the subsequent phase of assessment for learning
Summative assessment
assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved
includes a mark or grade against an expected standard