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A performance assessment is a type of formative assessment. This type of assessment involves students demonstrating what they have learned from the lesson. The demonstration can be anything ranging from producing a project, constructing a project, or performing an activity. (Using Performance Assessments to Support Student Learning, 2020)

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Performance assessments are used as a way to get students engaged in the process of learning and assessment. This is important in creating a student-centered learning environment
(Brookheart, 2021)

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I used an interesting performance assessment when I was teaching high school social studies in Canada. I got my students to make a radio broadcast about the start of the second world war. It was done over three weeks. When it was completed, the students played their broadcasts over the PA system in my class.

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This is a cool website with many great ideas for performance assessments. It offers many ideas and example for this kind of assessments and there doesn't seem to be anything hidden behind a paywall.

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The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment.

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Assessment as learning is a form of formative assessment.

In this particular form of formative assessment, students reflect on their progress and use that to then create learning goals (Victoria Department of Education and Training, 2021).

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Just as much as "assessment as learning" is a form of formative assessment, it is also a form of self-assessment (New South Wales Education Standard Authority, 2021). So it is useful as a way to increase student responsibility. It also sets up the conditions for differentiated work based on the self-assessment.

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Example 1 - Grade 12 students preparing for their end-of-high school test.
I teach a 2-year curriculum from grade 11-12. We finish the curriculum by the end of February of grade 12 and spend all of March doing exam-prep. This March prep period is guided by me. Then towards the end of March, students take a series of mock exams before continuing their prep in April to get ready for the exams in May. In the week after the mock exams, I walk my students through assessment as learning and have students analyze every detail of their performance on the mock exams. Their analysis is then used to set a series of learning goals that will guide their prep time throughout all of April. Basically every class in April becomes a Personal Agenda class and I am there as a consultant, resource-provider, motivator, reference. But by and large I take a back seat and students drive their own learning.

Example 2 - Personal Agenda class
Students start the lesson with a self-assessment of either their completion of past assignments or their comfort level with various learning objectives. Based on their self-assessment, they pick a series of tasks to do.

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Assessment for learning is a form of formative assessment.

In this particular form of formative assessment, teachers use information gathered from the assessment to decide the next course of action for teaching (Victoria Department of Education and Training, 2021).

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In my first year of teaching, I was taking over from a teacher who had been at my school for 33 years and trained many teachers. He told me "Ice, I don't teach biology, or science, or anatomy. I teach students."

Assessment for learning allows you to actually ensure that the content/skills/concepts you are teaching actually get taught. By checking whether or not students understand the concepts/skills/content, you are holding yourself and your students accountable for the teaching and the learning. It is the difference between someone who is teaching and someone who is just pontificating in front of a room.

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Examples here will overlap with examples of "formative assessment".

Example 1 - asking for thumbs up/down style responses.
Example 2 - entry and exit tickets
Example 3 - mini-whiteboard work or any variation of having students show their choice from multiple choice answers (color cards, numbers, etc.)

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Performance Assessment - Classroom Vignette (TELL Project)

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Formative assessment - definitions and relationships

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Formative assessment - definitions and relationships

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I think any work by Dylan Wiliam is worth reading for middle/high school - especially his book Embedded Formative Assessment.

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Wiliam - Formative Assessment - Definitions and Relationships

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Chappuis and Stiggins - Classroom Assessment for Learning

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Also by a researcher at the Institute of Education (same place as Wiliam)

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Also by a researcher at the Institute of Education (same place as Wiliam)

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Hargreaves Assessment for Learning - Thinking Outside the Black Box

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New South Wales Education Standards Authority (2021). Assessment for, as and of Learning. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

Victoria Department of Education and Training (2021). Assessment. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx

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New South Wales Education Standards Authority (2021). Assessment for, as and of Learning. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

Victoria Department of Education and Training (2021). Assessment. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx

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Maier, A. (2022, October 10). Using Performance Assessments to Support Student Learning. Learning Policy Institute. Retrieved October 16, 2022, from https://learningpolicyinstitute.org/

Brookheart, S. (2021, May 6). Performance assessment: What is it and why use it? Medium. Retrieved October 16, 2022, from https://medium.com/inspired-ideas-prek-12/performance-assessment-what-is-it-and-why-use-it-1394712c5d3

TELL Project. (2015, June 4). Performance Assessment - Classroom Vignette (TELL Project) [Video]. Retrieved October 16, 2022, from https://www.youtube.com/watch?v=-r1yTJHS74w

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What is it?

A diagnostic assessment is a series of questions that helps the teacher assess their students' prior or current knowledge of a topic.

It is given at the beginning of a new concept or topic.

Why is it used?

Diagnostic assessments clarify students' misconceptions and identify areas of strength in their skills/knowledge. Effective teachers use the information they gather from diagnostic assessments to build strong foundations in their students' learning by appropriately addressing areas of weakness and capitalising on areas of strength.

Examples

Assign students a short multiple-choice questionnaire before you begin a new chapter.

Have students Think-Pair-Share a topic  or statement relating to the topic

Have students independently (or collectively as a class) complete a KWL chart on the topic.

Resources

Sherman, F. (2020, September 10). What is a Diagnostic Assessment? Chron. Retrieved October 18, 2022, from https://work.chron.com/strategies-become-effective-teacher-11963.html

Kampen, M. (2021, September 24). 6 Types of Assessment (and How to Use Them). Prodigy education. Retrieved October 18, 2022, from https://www.prodigygame.com/main-en/blog/types-of-assessment/

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Although most teachers strive to be effective, not all of them succeed. Educational research conducted in Los Angeles and North Carolina, and reported by the Bill and Melinda Gates Foundation, found that teacher effectiveness directly affects student achievement. Although some gifted teachers seem to have a natural talent for the profession, less talented teachers can improve their performance by adopting strategies that will increase their effectiveness.

Effective teacher characteristics include being well-organized. Each lesson must be carefully planned in advance, taking into account the students' prior learning and goals for the lesson as well as the necessary supplies, texts, materials and equipment. The teacher must have in-depth knowledge of the subject matter and be well-prepared to answer any questions the students might have. The teacher should always be punctual and return marked assignments in a timely fashion.

Without exception, becoming an effective teacher means caring about your students and being able to project this caring. They need to be confident and have a thick skin so that they won't feel personally insulted by insensitive student remarks or behavior.

They must believe in the ability of all students to learn. Getting to know all of their students' names, likes and dislikes, demonstrates caring and commitment. Effective teachers build student esteem - they never belittle or insult their students. They give genuine praise and encouragement for even small steps of progress.

Teachers must be clear communicators. They must enunciate clearly and speak loudly enough to be heard. They should have clear handwriting that can be read on the board or on handouts. They communicate regularly with their students' parents - with good news as well as with the bad. They know that parents love to hear positive things about their children's progress.

Effective teachers elicit support from the school's staff, such as vice principals and guidance counselors. They work collaboratively with their colleagues to develop a broad range of innovative teaching strategies to reach students with varying abilities and different learning styles.

Becoming an effective teacher means not allowing classroom time to be wasted because of behavior problems. Some students tend to waste time on off-task behavior, but effective teachers do not allow this. According to Carleton College, the best teachers develop classroom routines so that students know what is expected of them from the minute they enter the classroom. Effective teachers are always fair, firm and consistent. They show no favoritism. They do not tolerate rudeness or other inappropriate behaviors that interfere with learning. They never make empty threats and always follow-through on what they say they are going to do.

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Strategies to Become an Effective Teacher

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Becoming an effective teacher involves several skills and strategies, each of which is important. Communication and organization are just as important as time management and effective discipline.

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An assessment functions formatively “to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would taken in the absence of the evidence that was elicited.” (Black and Wiliam, 2009)

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The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

((Eberly Center, n.d.)

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One common formative assessment is peer assessment. Students give feedback to each other by referring to the success criteria. I often use "Two stars and a wish".
"Two Stars – areas where the student’s work excelled – and one Wish – an area
where there can be some level of improvement."

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Teaching Sprints - Feedback & Formative Assessment:Choose-swap-choose

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Eberly Center, Carnegie Mellon University. (n.d.). What is the difference between formative and summative assessment? Eberly Center Teaching Excellence & Educational Innovation. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html#:~:text=The%20goal%20of%20formative%20assessment,target%20areas%20that%20need%20work

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

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Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period

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The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment “summative” is not the design of the test, assignment, or self-evaluation, per se, but the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.

Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic—i.e., they are more appropriately used to determine learning progress and achievement, evaluate the effectiveness of educational programs, measure progress toward improvement goals, or make course-placement decisions, among other possible applications.

Summative-assessment results are often recorded as scores or grades that are then factored into a student’s permanent academic record, whether they end up as letter grades on a report card or test scores used in the college-admissions process. While summative assessments are typically a major component of the grading process in most districts, schools, and courses, not all assessments considered to be summative are graded.

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Summative assessments help to improve curriculums. When you note the gap between students’ knowledge and learning targets, this will indicate you want to make some changes in your curriculum. You can better plan the curriculum with summative assessments to conduct formative assessments.

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Summative assessments can benefit both teachers and students in many ways, such as:

1. Motivates to study

For many students, periodic evaluation is the best motivation to study. Many students can only perform under pressure. So, summative assessment is the perfect motivation for some students to study hard.

2. Implements learning

Summative assessments give students a chance to implement their learning in a real problem. For example, memorizing the periodic table is one thing. But using the periodic table data in a chemical equation is different.

3. Finds learning gaps

Summative assessment provides an overview of your class’s performance. This will help you evaluate the weaknesses and strengths of your students.

4. Identifies teaching gaps

Summative assessment is helpful to evaluate learning gaps and teaching gaps. It works as a wake-up call when you grade your student’s tests, and the test results are not as per your expectations.

5. Provides insight

Summative assessments provide comprehensive insights to teachers. It shows what worked and what didn’t work in the academic year. Using this information, teachers can tweak their curriculum to raise learning standards for the following year.

6. Controls learning environment

Summative assessment scores provide standards to evaluate at local, national, and global levels. Depending upon the standard scores, the government can provide funding to the schools.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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difference between summative assessment & formative assessment

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What Makes Summative Assessment a Powerful Tool for Teachers

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Read to know all about summative assessment - examples, benefits, limitations, etc. Also, know the differences between formative & summative assessments.

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Standardized tests

Final projects

Final essays

Midterm exams

Final exam

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“What Makes Summative Assessment a Powerful Tool for Teachers.” SplashLearn Blog – Educational Resources for Parents, Teachers & Kids, 21 July 2022, https://www.splashlearn.com/blog/what-makes-summative-assessment-powerful-tool-for-teachers/.