The key difference lies in the purpose and timing of each assessment type within the learning process.
Here's a breakdown:
Formative Assessment
- Purpose: To monitor student learning during instruction and provide ongoing feedback to both students and instructors. It aims to form and improve learning.
- Timing: Ongoing, during the learning process.
- Characteristics:
- Low-stakes (often not graded or contribute minimally to the final grade).
- Provides immediate feedback.
- Informs instructional adjustments.
- Focuses on understanding concepts and identifying areas for improvement.
- Examples:
- Quick quizzes
- Class discussions
- Think-pair-share activities
- Exit tickets
- Peer feedback
- Self-assessments
Summative Assessment
- Purpose: To evaluate student learning at the end of an instructional unit or period (e.g., a chapter, a semester). It aims to summarize learning.
- Timing: At the end of a defined learning period.
- Characteristics:
- High-stakes (contributes significantly to the final grade).
- Provides a summary of achievement.
- Evaluates overall learning outcomes.
- Often used for grading and reporting purposes.
- Examples:
- Midterm exams
- Final exams
- End-of-unit tests
- Major projects
- Standardized tests
Diagnostic Assessment
- Purpose: To assess students' prior knowledge, skills, and learning needs before instruction begins. It aims to diagnose strengths and weaknesses.
- Timing: Before instruction begins.
- Characteristics:
- Low-stakes (typically not graded).
- Helps identify areas where students may need additional support.
- Informs instructional planning and differentiation.
- Identifies pre-existing knowledge and potential learning gaps.
- Examples:
- Pre-tests
- Surveys of prior knowledge
- Entry tickets
- K-W-L charts (What I Know, What I Want to learn, What I Learned)
- Interviews
Summary Table
| Feature | Formative Assessment | Summative Assessment | Diagnostic Assessment |
|---|---|---|---|
| Purpose | Monitor and improve learning during instruction | Evaluate learning at the end of instruction | Assess prior knowledge and skills before instruction |
| Timing | During instruction | At the end of instruction | Before instruction |
| Stakes | Low | High | Low |
| Feedback | Immediate and specific | Summary of achievement | Identification of strengths and weaknesses |
| Instructional Use | Inform instructional adjustments | Used for grading and reporting | Inform instructional planning and differentiation |
| Goal | To form and improve learning | To summarize learning | To diagnose learning needs |
In essence, diagnostic assessments prepare the way, formative assessments guide the journey, and summative assessments mark the destination.
