Different methods of assessment, the various types of learning targets

Assessment comes in various forms, each serving distinct purposes in the learning process. **Formative assessments** are ongoing checks during instruction, like quizzes and class discussions, designed to provide feedback and guide improvements. **Summative assessments**, such as final exams and proj...

Assessment comes in various forms, each serving distinct purposes in the learning process. **Formative assessments** are ongoing checks during instruction, like quizzes and class discussions, designed to provide feedback and guide improvements. **Summative assessments**, such as final exams and projects, evaluate learning at the end of a unit or course, summarizing overall achievement. **Diagnostic assessments** are conducted before instruction begins to identify students' prior knowledge and areas needing attention. **Norm-referenced assessments** compare a student's performance against a larger group, often through standardized tests, while **criterion-referenced assessments** measure how well a student meets specific learning standards or objectives. **Ipsative assessments** focus on individual progress, comparing a student's current performance to their past achievements, and **performance-based assessments** require students to apply their knowledge in real-world tasks, emphasizing practical skills and understanding. Each type of assessment plays a crucial role in supporting and evaluating stAssessments can be categorized into several types, each tailored to meet specific educational goals. **Formative assessments** are integrated into the teaching process, providing real-time feedback to both students and educators, allowing for adjustments and improvements as learning progresses. This type includes activities like in-class exercises, quizzes, and peer reviews. On the other hand, **summative assessments** occur at the end of an instructional period and aim to evaluate the cumulative knowledge and skills students have acquired, with examples including final exams and standardized tests. **Diagnostic assessments** are pre-instructional tools used to gauge a student’s existing knowledge, identifying strengths and areas that require additional focus before teaching begins. **Norm-referenced assessments** compare a student's performance against that of a larger group, often used in standardized testing to rank students on a relative scale, whereas **criterion-referenced assessments** measure how well a student has met predefined criteria or learning objectives, focusing on mastery rather than comparison. **Ipsative assessments** are unique in that they compare a student’s current performance to their previous performancesudent learning.