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Example: Mid-term exam, final project

A summative assessment is a type of assessment that is typically used to evaluate a student's knowledge, skills, and/or abilities at the end of a unit of study or course. The end result is normally results in a grade or promotion to the next level.

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Example: ACT

Standardized assessments in "of learning" that are mostly used to measure a student's knowledge and skills at the end of a unit, semester, etc., where the results can be used in regards to student placement and/or promotion.

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Example: IQ tests

A norm-referenced assessment can be placed in the "of learning" category because it compares a student's performance to larger group of students who have taken the same assessment. It ranks students in relation to one another to provide information about how well a student performs relative to their peers.

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Example: National Assessment of Educational Progress (NAEP)

A large-scale assessment normally falls under "of learning" because it's administered on a wide scale, state or national level, and is designed to measure student achievement on a set of predetermined standards.

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Example: Progress Monitoring

Interim assessment is primarily "for learning" and can be given at specific intervals throughout a unit of study or school year to monitor student progress and provide feedback to teachers and students. This can help teachers to support student learning by using strategies, implementing alternative curriculum, etc., to ensure student learning and academic progress.

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Example: Performance task (e.g., tying a shoe, dribbling a basketball, drawing a picture, etc.)
An instructional assessment can be placed in the "for learning" category because it's embedded into the instructional process and is created to provide ongoing feedback for both students and teachers. This type of assessment can support teachers by identifying areas where students may need more support, changes to the curriculum, and teaching strategies can be adjusted to meet students' needs.

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Example: Homework

An informal assessment can be categorized as "for learning" because it's an ongoing assessment, flexible, and non-standardized. Teachers take data in the student's natural learning environment by progress monitoring to identify the student's strengths and weaknesses to meet the individual academic needs of their students.

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Example: Self-assessment (e.g., goals)

A performance assessment can be categorized into all three categories, but in as learning, a self-assessment can be goal setting.

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Example: Teacher evaluations
High-stakes assessment is usually categorized as "of learning" because this type of assessment could have a negative impact on students, teachers, and schools depending on how well students perform.

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Example: Exit tickets

A formative assessment falls into the "as learning", as it's a daily and ongoing process where teachers can assess students' understanding, adjust instruction to meet the needs of students, and provide feedback.

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Example: A final exam.
A formal assessment is "of learning" because this type of assessment would be taken at the end of the semester, year, or major unit, etc. A lot of times this type of assessment is standardized and used for grading, academic progress, and placement.

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Example: Beginning of the year reading test (read aloud, answering comprehension questions, word identification) or a math test (concepts, strategies, ability to solve step-by-step solutions).
The reason I believe that a diagnostic assessment should be placed in the 'for learning" is because it should be given prior to a student's placement or at the beginning of the unit, lesson, etc., to identify strengths and weaknesses. This supports teaching strategies by allowing the teacher to individualize the student's academic needs.

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Example: SBAC
This is a summative assessment taken once a year for grades 3-8, which helps provide a student's threshold of knowledge. It has two parts, a computer adaptive and a performance task. It's used to measure student achievement based on specific standards, rather than comparing students' performances. It can be used after a unit, but in this case, it's used one time, at the end of the year.

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Example: Do Now
This is a daily assessment for learning, that can be used by teachers to provide instant feedback for students and determines how well individuals are understanding concepts and curriculum. This can be used to help students individually or an entire class. Teachers can assess if reteaching strategies need to be implemented to ensure 100% understanding before progressing or advancing.

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Example: Plickers
Classroom assessments can be placed in the as, for, or of columns, however, I am placing classroom in the "as" column when using Plickers, as this assessment involves students in a group setting that is engaging through assessing their own learning. It's a formative assessment as students can use the feedback to identify their progress or be used as a reteaching strategy for teachers to support student learning and understanding.

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Example: MAP
Benchmarks are used to measure and help determine how well a student is able to meet a set of standards that progress through the school year. An example is that students take a quarterly benchmark assessment to find out if certain concepts have been mastered, which helps the teacher in curriculum planning and supporting student learning to support students in meeting grade-level standards that will prepare them for the next "level" or advancement into the next grade. Benchmarks are also predictors that help teachers and students assess how well students may perform on summative assessments at the end of the year.