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Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-evaluation but the way it is used—i.e., to inform in-process teaching and learning modifications.
Reference:
https://www.edglossary.org/formative-assessment/

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Formative assessment is a process that happens throughout the learning. It is used to make adjustments by both yourself and your students so that learning goals can be met. It occurs before a summative assessment. Formative assessment data is not meant to be used to collect formal grades.
These include:

Questioning/discussion

Quizzes

Homework

Observation of performance

Assignments

Projects

Written questions

Simulations

Conferencing

Peer or self assessments

Reference:

https://www.writingcity.com/formative-assessment-an-introduction.html

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This list has a wide variety of features and options to help you solidify your formative assessment strategies! Many of the tools below are great for both formative and summative assessments.
1. ASSISTments
2.Edpuzzle
3.Edulastic
4.Explain Everything
5.Flipgrid
6.Gimkit
7.Google classroom question tool
8.Go Formative
9.Google Forms
10.InsertLearning
11.Jamboard
12.Kahoot!
13.Mentimeter
14.Mote
15.Nearpod
16.Padlet
17.Parlay
18.Pear Deck
19.Playposit
20.Plickers
21.Poll Everywhere
22.Quizizz
23. Quizlet
24.Quizalize
25.Seesaw
26. Socrative
27. Spiral.ac

Reference:
https://shakeuplearning.com/blog/20-formative-assessment-tools-for-your-classroom/

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A form of pre-assessment/pre-test that evaluates students' strengths, weaknesses, knowledge, and skills before instruction. 

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A form of pre-assessment/pre-test that evaluates students' strengths, weaknesses, knowledge, and skills before instruction. 

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--usually low-stakes and don't count for grades.
--given before instruction
--teachers can plan more meaningful and efficient instruction and provide individualized learning for students and those with special needs.
--shows what students already know
--let's teachers know where students are emotionally, intellectually, and ideologically.

https://tophat.com/glossary/d/diagnostic-assessment/

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Formative Assessments: Why, When & Top 5 Examples

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Main purpose of performance assessment

Students can participate actively in the assessment process with performance assessment, which experts have found increases their engagement and enhances their learning. In some assessments, students can choose their subject matter or demonstrate their understanding in a way that is suitable for their age.

5 essential components for performance-based assessment

Complex.

Authentic.

Process/product-oriented.

Open-ended.

Time-bound.

Examples of performance assessments

There are a number of ways in which performance can be assessed, such as writing a few sentences in an open-ended short response, analyzing a problem in an essay, conducting a laboratory investigation, curating a portfolio of student work, and writing an original research paper.

7 Elements of an Effective Performance Plan

1) Start with a conversation

Start the process with a conversation about your students' performance in general -- not a fully fleshed-out plan. An open-ended discussion will help increase understanding between you and your students, and allow them to ask for help in specific areas.

2) Outline areas to work on

A performance plan could address behavioral issues, such as failure to adhere to company rules, or contribute to the team. Different scenarios require different plans, but in all situations it’s imperative to explain exactly which areas need improvement, and what the performance plan’s ultimate goals are.

3) Define quantifiable standards for success

When designing a performance plan, be as specific as you can. Instead of asking students to “prospect better,” define what that improvement will look like in quantifiable terms. Imagine that you hire an architect to design you a house, but give no information on square footage, number of rooms, aesthetic taste, and so forth. Both parties would walk away from the process confused and anxious. This should reduce students' stress by letting them know exactly what targets they need to hit.

4) Determine a deadline for improvement

Make sure to set a deadline for improvement, and your plan should be crystal clear about the timeframe for results.

5) Provide resources for improvement

You wouldn’t pot a plant, water it once, and walk away expecting to find blooming flowers several months later. In certain cases, extra training or coaching may be required. By providing them with as much help as you can, you’ll be setting up your students for success.

6) Explain the consequences

Being completely transparent with your students is essential. Does the student stand to lose some points, or will he or she be able to make better improvements?

7) Communicate feedback regularly
Feedback doesn’t have to be constant, but scheduling regular check-ins to evaluate progress made to date and areas that still need work is essential to an effective plan.

Source:
1. ://www.edc.org/blog/engaging-students-through-performance-assessment#:~:text=Performance%20assessment%20allows%20students%20to,in%20turn%2C%20enhances%20their%20learning.&text=Assessments%20can%20be%20designed%20so,way%20to%20demonstrate%20their%20understanding.
2.https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

3.https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-report#:~:text=Examples%20of%20performance%20assessments%20include,completing%20an%20original%20research%20paper.

4. https://blog.hubspot.com/sales/the-elements-of-an-effective-performance-plan

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Engaging Students through Performance Assessment

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Performance assessment allows students to play an active role in the assessment process, which experts have found increases their engagement and, in turn, enhances their learning.

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What is the assessment is and why it is used?

Summatives strives to evaluate a student's learning and academic achievements at the end of each term, a year or by semesters. It compares the criteria under the universal standard or school benchmarks. Summative assessments often have a rather heavier weight on one's grades than a formative assessment, which is more of an informal assessment that helps students gear up for their summatives.

With the "standard" direction we are heading towards in the world of education, Summative assessment provides an essential benchmark for educators to monitor and check the progress of students performances, institutions and  educational curriculum that  corresponds with that of the whole country.

Summative assessment follows the British curriculum and targets the students knowledge and understanding of the given learning. With this information, the schools may in turn  improve its curriculum planning and set new learning criteria for assessments and seek ways to better assist students in their areas of lacking.

An example of the type of assessment

Finals or midterm exams

Cumulative work, such as a final project/paper/portfolio/presentation

End-of-unit or chapter exams

Standardized tests, such as the SAT/ACT

Other useful resources related to Summative Assessments

In depth explanations of the type of Summative assessments:
https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/feedback-and-assessment/summative-assessment-and-feedback

Compares the 2 assessments of a Formative and Summative
https://thirdspacelearning.com/blog/formative-vs-summative-assessments/

Why Summatives are great for teachers and the schools
https://www.splashlearn.com/blog/what-makes-summative-assessment-powerful-tool-for-teachers/

What is a British Cirriculum and why is the British System best for IB/International Education?
https://world-schools.com/the-british-curriculum-guide/

References in APA format

Promethean. (2021, October 7). Types of summative assessment and Formative Assessment. Promethean Blog. Retrieved January 17, 2023, from https://resourced.prometheanworld.com/types-of-summative-formative-assessment/

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'The purpose of diagnostic assessments is to help identify learning gaps and provide insights into comprehension that can be addressed in future instruction.'--Top Hat

https://tophat.com/glossary/d/diagnostic-assessment/

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What is

A diagnostic assessment is a form of pre-assessment or a pre-test where teachers can evaluate students' strengths, weaknesses, knowledge and skills before their instruction. These assessments are typically low-stakes and usually don't count for grades. An identical assessment may be given post-instruction to identify if students have met a course's required learning objectives. With this form of assessment, teachers can plan meaningful and efficient instruction and can provide students with an individualized learning experience. Written by students, the diagnostic assessment is a tool for teachers to better understand what students already know about a topic when submitted before the start of a course. Diagnostic assessments are used to gauge where students currently stand, that is intellectually, emotionally and ideologically.

A diagnostic assessment refers to an assignment written at the beginning and end of a course. Post-course assessments can be compared with pre-course assessments and can show students' potential improvement in certain areas. These assessments allow the instructor to adjust the curriculum to meet the needs of current-and future-students.

What is the purpose of diagnostic assessment? Educators may facilitate diagnostic assessments to gauge proficiency or comprehension levels before beginning a new learning unit. The purpose of diagnostic assessments is to help identify learning gaps and provide insights into comprehension that can be addressed in future instruction. Diagnostic assessments are designed to measure students' strengths, weaknesses, knowledge levels and skill sets. These assessments aim to answer: what do students already know about a specific topic?

What are common diagnostic assessment tools? There are several methods and tools for diagnostic assessment design. Likert-scale surveys are among the most common tools, where students are asked to choose a ranking from 'strongly disagree' to 'strongly agree' when reviewing course facts. A more visual diagnostic assessment tool involves concept mapping. Students draw a visual diagram of a concept or piece of information and are asked to form connections between different components of the topic at hand. Discussion boards are a third diagnostic tool. You might ask students to reflect on the questions they have related to an upcoming topic and ask them to reply to a peer's discussion thread.

What are diagnostic assessment examples? The tools and methods used to build diagnostic assessments will likely remain the same no matter your discipline. However, the subject matter you evaluate students on will vary. Here are some sample diagnostic assessments across various fields. Psychology: Students are asked to visually illustrate the order in which Jean Piaget's stages of cognitive development take place. English: Students are asked to complete a survey examining which of Shakespeare's texts they have read before and which themes apply to each play. Chemistry: Students review and complete a checklist of all the necessary steps they must take before completing a chemical experiment in the lab. Economics: Students are given an entry slip to complete upon arriving to class that is used to gauge their understanding of how supply and demand trends have impacted one area of their lives during the COVID-19 pandemic.

Further Reading

Teaching Tips

Diagnostic Assessment Design to Boost Student Learning In Any Online Course

Free Guide

25+ Effective Ways to Assess and Grade

More terms starting with D

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Diagnostic Assessment Definition and Meaning | Top Hat

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Diagnostic Assessment meaning and definition, learn what Diagnostic Assessment means and browse hundreds of other educational terms for higher learning on Top Hat's education glossary

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Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students’ performance.
"In AFL, it is the purpose of assessment, rather than the nature of it, that is important."

What are the benefits of AFL?

AFL improves learner outcomes
Research shows that effective formative assessment is one of the most important contributors to success in summative assessment. This is because learners have a clear idea of what good work looks like and what they need to do to reach this standard.

AFL increases confidence
AFL helps create a sense of self-efficacy (a learner’s confidence in their ability to reach targets through hard work and determination). This is an essential quality for learners to develop. Self-efficacy will help them succeed throughout their life, both professionally and personally.

AFL increases independence
AFL enables learners to become less passive in the classroom, especially when combined with other methods that promote this type of approach, such as active learning techniques. Students will develop the ability to assess themselves and to take responsibility for their own learning. This supports the development of the Cambridge learner attributes which says that Cambridge learners are confident, responsible, reflective, innovative and engaged. An AFL approach also helps students to become enthusiastic life-long learners

AFL changes the culture of the classroom
Carol Dweck argues that high-achieving learners avoid taking risks because they are afraid of making mistakes. This reduces the amount they can learn. An AFL approach helps to create a supportive and cooperative classroom. In this environment, everyone, including the teacher, should feel able to try new things without worrying that they might fail. If the teacher presents mistakes as an opportunity for learning, this will help every student to reach their full potential. Students will start to see that by learning from failure, they can improve outcomes in the future.

Resources: https://cambridge-community.org.uk/professional-development/gswafl/index.html

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Dylan William: What do we Mean by Assessment for Learning?

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Some examples to try include:

Short quizzes

Journal entries

Student interviews

Student reflections

Classroom discussions

Graphic organizers (e.g., mind maps, flow charts, KWL charts)

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'Assessment of learning' provides evidence of student learning at particular key points in time.

Formerly known as summative assessment, 'assessment of learning' helps to summarise what pupils know, understand or can do against the relevant year level achievement standard for different learning areas/subjects, in order to report on achievement and progress.

Assessment of learning takes place after the learning has occurred - to determine if it did - and is used to:

plan future learning goals and pathways for students

provide evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

provide a transparent interpretation across all audiences.

How to use 'assessment of learning'

Information under 'assessment of learning' can be organised under 3 headings (Earl & Katz (2006)):

feedback to students

differentiated learning

reporting

Feedback to students

Since assessment of learning is usually at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than 'assessment for learning' and 'assessment as learning'. Nevertheless, students do rely on their marks and on teachers’ comments as indicators of their level of success, and to make decisions about their future learning endeavours.

Differentiating learning

When assessing learning, differentiation occurs in the assessment itself. For example, it would not make sense for an examiner to ask a short-sighted person to demonstrate their driving proficiency without their glasses, but when the driver does use their glasses, the examiner can gain an accurate picture of the driver’s ability, and certify them as proficient.

Reporting

There are many approaches to reporting student proficiency, and any reporting of assessment of learning needs to fit the intended audience/s and provide all information required so they can make reasoned decisions. Irrespective of the reporting form, it should be honest, fair, and provide sufficient detail and contextual information to be clearly understood
Resources; https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/aspects-of-assessment/assessment-of-learning

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Likert-scales are common diagnostic assessment tools.

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Likert-scales are common diagnostic assessment tools.

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https://www.simplypsychology.org/likert-scale.html

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Assessment as Learning (AaL)
Perhaps this is an acronym you have yet to come across in education. Assessment as Learning builds upon the philosophy of Assessment for Learning, with a greater emphasis placed on feedback and metacognition. As Ruth Dann (2014) explains,

“It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom.”

The idea here is to enable students to begin to learn about themselves as learners. In this sense students will begin to self regulate their own learning. The key to unlocking this metacognitive strategy is to equip learners with the tools to understand, interpret and act upon feedback.

Assessment as Learning creates reflective students who have the agency to decide on their next learning step.

As with any strategy that seeks to empower learners, AaL is often supported by the teacher at first. A successful approach to Assessment as Learning will have your learners asking the question, “What are the criteria for improving my work?” Strategies include, but are not limited to: regular peer and self assessment, regular and challenging practice, allowing students to question their own learning and creating an environment where taking chances and risking being wrong are promoted.
Resources: https://www.century.tech/news/what-is-assessment-as-learning-enhancing-teaching-with-data/

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https://www.researchgate.net/figure/Frequency-with-which-each-category-of-diagnostic-assessment-was-coded-in-the-interview_fig2_264572478