\n| Focus<\/td>\n | Analysis of existing research<\/td>\n | Original contribution to the discipline<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n The third purpose is assessment as learning.<\/i> It focuses on the students’ monitoring or tracking of their own progress. It leads to the development of critical thinking and self-regulation in students.<\/p>\n<\/span>What are the major types of Assessment?<\/span><\/h2>\nThe three major types of assessment are formative assessments, summative assessments, and diagnostic assessments. However, there are other types too that serve their own different purposes.<\/p>\n <\/span>Diagnostic Assessments:<\/span><\/h3>\nThis type of assessment takes place before the instruction begins. It serves as a sneak peek for the teachers to determine and evaluate students’ prior strengths, weaknesses, knowledge, and competencies. This helps teachers to know what students already know and the areas where they need improvement. It helps the teachers to tailor their teaching methods accordingly.<\/p>\n Some examples: pre-tests,pre-instruction surveys, questionnaires, concept maps, interviews, and self-evaluation. They are intended primarily to ascertain what further teaching is necessary.<\/p>\n <\/span>Formative Assessments: Assessment for Learning\/Continuous Assessment<\/span><\/h3>\nIt is an ongoing evaluation process used by the instructor to measure student learning throughout the teaching process. It provides immediate feedback to the teacher so they can adjust their teaching method in order to enhance student learning.<\/p>\n Examples:<\/strong> Class discussions, Group activities, Spontaneous question and answer sessions, classroom polls, and peer evaluations.<\/p>\n<\/span>Summative Assessments: (Assessment of Learning\/Final Assessment)<\/span><\/h3>\nThis type of assessment takes place at the end of a unit or term to assess students’ understanding of the overall knowledge. The purpose is to evaluate students\u2019 achievement against a standard.<\/p>\n Moreover, these assessments also stress the learners as they are more comprehensive.<\/p>\n Common examples include: Final examinations, Presentations, Term papers, and Research projects.<\/p>\n Other types are:<\/strong><\/p>\nNorm-referenced assessment:<\/p>\n This type of assessment compares a student’s performance against a random group or the average of a larger group. Often it is used for ranking.<\/p>\n Examples:<\/strong> Standardised tests like the SAT, College entrance examinations, and reading level assessments.<\/p>\nCriterion reference assessment:<\/p>\n An assessment that measures a student\u2019s performance against fixed learning standards is criterion-referenced, and it focuses on individual skills and does not rank learners against each other.<\/p>\n Examples<\/strong>: standardised state tests, chapter\/unit tests, quizzes, and performance-based tasks.<\/p>\nOther types are performance-based assessments, ipsative assessments etc.<\/p>\n <\/span>What are the principles of Assessment? Why are they important?<\/span><\/h2>\nThe principles of assessment include validity, reliability, fairness, flexibility, practicality, and transparency.<\/p>\n However, without the clear principles of assessment, the assessment can be biased, unfair, inconsistent, irrelevant to the learning goals, and demotivating.<\/p>\n Moreover, these principles of assessment ensure:<\/p>\n |