All About

Assessments
What are the different types of
assessments?
Diagnostic Formative Summative

Diagnostic assessments Formative assessments Summative assessments

assess students' learning
BEFORE instruction takes
place. This is to see what the
students already know in
order to best plan for
instruction, and can also see
what students have interests
in. These assessments can be
anticipation guides, learning
preference surveys, or skill
checks.
(McTighe & O'Connor, 2005)
assess students' learning
DURING instruction. This is to
inform both students and
teachers of student progress
as well as to inform the
teacher on how to continue
and improve their instruction
to best help students learn.
These assessments can be
quizzes, exit tickets, or
observations.
assess and summarize
students' learning AFTER
instruction has taken place.
This is to determine what the
students have learned and
the results are turned into
either a score or a grade and
reported into the students'
gradebooks. These
assessments can be tests,
projects, or finals.

Grading vs. Scoring Student Involvement in

Grades are
summative and
Scores are
formative and show
Rubrics
portray the the students' Students can be involved in using and understanding
students' proficiency on a rubrics by having them involved in the creation and
achievement levels. certain assignment. implementation of rubrics. This can be done by having
They are generated They are often students help create non-academic rubrics, such as
based on the generated based on for walking in the hallways. Then, students can use this
teacher's rubrics that knowledge to help create rubrics that will be used to
judgement and students have assess them on certain assignments.
objectives of access to as well.
instruction. Grades
are shown as letters.
Scores are shown as
numbers.
Formative Assessment
in Our Classroom
Formative assessments will be incorporated into our
daily lessons to constantly check for understanding
and to help plan for the continuation of instruction. This
will be done by asking students to put their thumbs up
or down based on their understanding of the lesson,
having students complete exit tickets after instruction,
and having class and group discussions with the
students.

Cargen Taylor
 Reference

McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational
Leadership, 63(3), 10-17.
https://canvas.odu.edu/courses/137709/files/20551380/download?wrap=1