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Definition:  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.

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Definition:  Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school yea

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Definition:  Performance Assessment: An approach to educational assessment that requires students to directly demonstrate what they know and are able to do through open-ended tasks such as constructing an answer, producing a project, or performing an activity

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Examples of:

open-ended short response,

developing a thorough analysis in an essay,

conducting a laboratory investigation,

curating a portfolio of student work, or

completing an original research paper.

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Examples of:

a midterm exam.

a final project.

a paper.

a senior recital.

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From the title, "Formative", the part 'form' ensures learners' development in the specific learning goal/target.
In these assessments, the learner is provided with an opportunity for relearning and reevaluations if necessary.
For the teacher this is a tool that helps if learning is taking place, if not, modify his/her strategies.

https://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber

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Formative assessments matter because teachers make important instructional decisions based on the data they provide.

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As the title goes, this activity summarizes and gives a snapshot of the learner's attainment. This is used for measuring the level of student's understanding and a guideline what next steps to be taken (such as what's the next suitable course, etc) and for a comparative study with his/her peers.

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As the title goes, this activity gives a clear idea of the learner's readiness to start a new course/module/unit.
A diagnostic assessment can be given at the beginning AND at the end of the course to gauge the learner's development.

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I love this concept and it's interesting to see the way it is defined.
Assessment of - typically a diagnostic assessment
Assessment as - could be a formative assessment
Assessment for - this could be a summative assessment.

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https://www.formpl.us/blog/diagnostic-assessment

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https://www.nwea.org/blog/2021/what-is-formative-assessment/

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Human-centered formative assessment drives long-term, holistic success for students. Because there is still confusion around this type of assessment, let's explore what it is and why it should be a part of our responsive teaching and learning cycles.

"Formative assessment" defined

As an organization, NWEA subscribes to the revised definition from CCSSO: "Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners."

Let's take a closer look at the key phrases in that definition:

"Planned, ongoing process." Formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching challenging learning goals. Teachers and students collaborate to use this kind of assessment in responsive ways that positively impact learners and learning. They partner to know and respond to strengths, interests, and needs.

"All students and teachers during learning and teaching." Formative assessment is a collaborative learning process happening "with" students, not "to" students.

"Elicit and use evidence of student learning." Formative assessment processes capture levels of knowledge and skill along the learning journey so teachers and students can make small, immediate, impactful decisions to support well-being, learning-goal achievement, and self-efficacy. Using formative assessment evidence is appropriate for making decisions during the practice phases of learning; formative assessment scores are not appropriate for calculating grades or for making placement decisions.

"Support students to become self-directed learners." This type of assessment includes students as active agents in the learning journey, which fuels learning and agency in learning environments and beyond. Engaging students in goal setting is a great way to do this.

What does formative assessment look like?

Little is required to start formative assessment processes because they can begin with a variety of methods and tools. Instead of specific programs, supplies, or resources, effective processes involve partnering with students to incorporate the following five practices into cycles of responsive teaching and learning.

Clarifying learning goals and success criteria within a broader progression of learning. Students should have context for what they're learning: why they're learning it, how it connects to previous lessons and their own interests, and what success looks like. Having goal clarity, purpose, and a path promotes student motivation and agency.

Eliciting and analyzing evidence of student thinking. Whether it's capturing ideas on a whiteboard, responding to an online survey, or giving a thumbs-up or down in response to a check for understanding, an effective process centers on knowing learning goals, then gathering, interpreting, and responding to learning-goal evidence.

Engaging in self-assessment and peer feedback. This type of assessment is more than providing feedback from teacher to student. As I explained in "The importance of student self-assessment," having students reflect on their progress helps them become active participants in their learning. The process should also involve students collaborating with each other, asking questions, making observations, celebrating successes, and suggesting improvements in ways that support them in attaining challenging learning goals.

Using actionable feedback. Once learning evidence is collected, teachers work with students to ensure that they have both the time and processes to apply feedback in ways that move learning forward.

Responding by adjusting learning strategies or next instructional steps. This practice is the "why" of formative assessment. To make the process effective, we must collaborate with students to use evidence and insights to propel learners toward shared and personal short- and long-term goals.

Why formative assessment is so important

As my colleague Chase Nordengren noted, "[f]ormative assessment is [critical] for educators looking to unlock in-depth information on student learning. [...] Using strategies that expose misconceptions, support higher-level thinking within a subject, and engage students in academic discourse, formative assessment provides the real-time feedback necessary to dynamically adjust instruction to meet learner needs as they emerge and change."

In short, formative assessment helps us evaluate whether our plans and responsive "moves" are working, while there's still time to do something about it. It celebrates that learning is an ongoing process, complete with stretches of success and periods of struggle, and it helps us remember that learning is not linear but, instead, an endeavor that rewards effort, persistence, and dedication. Best of all, it helps us collaborate with students as co-partners in the entire learning experience. Together we are a learning team, one that makes anything possible.

Ready for more?

There is no shortage of information and resources available on formative assessment. For easy-to -implement, research-based strategies, check out our eBook, Making it work: How formative assessment can supercharge your practice, and our article "27 easy formative assessment strategies for gathering evidence of student learning." Our professional learning team also offers five workshops that can engage you and your colleagues in deep dives designed and delivered by expert educators.

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Reliable assessment data drives positive long-term outcomes for kids. Formative assessment is a critical part of a balanced system.

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DEFINITION:
Formative assessments are assessments that take place during a student's learning process and provide teachers with information about the student's progress toward learning goals. Summative assessment is an assessment conducted at the end of the study, with the purpose of making a staged summary to facilitate adjustment, improvement of teaching methods, learning methods, learning objectives, etc. in the next stage of learning.

METHOD
Formative assessment includes a variety of informal and formal assessment styles arranged in classrooms throughout the teaching and learning process. Its purpose is to capture each student's individual progress towards learning goals. Teachers use formative assessment data as a basis for designing instruction to better meet students' learning needs. Methods of conducting formative assessment include: observation, questioning, discussion, reading student blogs, evaluating student drawings, peer assessment, etc. It is important to note that these are not just teaching methods, but also assessment methods.

EXAMPLE:
In a biology class, the subject of study in this unit is ecosystems. She knew that the students had learned about the food chain, the producers and consumers of food, and the arrow flow diagram of the transformation between food and energy. Three weeks before teaching this content, she asked students to label food producers and consumers on animals such as mice, snakes, grasses, and eagles, and after the students completed the exercise, she simply went through the exercise. The purpose is to activate the students' prior knowledge on the topic. The exercise itself is also a formative assessment, helping the teacher identify which students lack relevant knowledge and allow enough time to complete it before starting it. Then, when the students have lunch, breaks, etc., the teacher prepares some short videos related to the food chain to play in the classroom. After starting to teach this content, the teacher often uses various activities to check whether the students have mastered it, including thumbs up, using four fingers to indicate the four options of ABCD, writing the answers on the whiteboard, and setting out questions, etc.

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DEFINITION:
Summative evaluation, also known as summative evaluation and post-event evaluation, is generally an evaluation carried out after a period of teaching activities to understand the final effect of teaching activities. The examinations and assessments of various subjects at the end of the semester or the end of the school year belong to this kind of evaluation.
. The summative evaluation focuses on the results, so as to make a comprehensive appraisal of the evaluators, distinguish the grades, and evaluate the effect of the whole teaching activity.

METHOD:
The summative evaluation is based on the pre-set teaching goals and evaluates the degree to which the evaluation object achieves the goal, that is, the teaching effect. The summative evaluation focuses on examining the overall degree of students' mastery of a subject, with a high level of generalization and a wide range of test content, often conducted in the middle or at the end of the semester, and the number of times is small.

EXAMPLE:
- Completion of final exams for each subject studied at the Academy at the end of each academic year.
- Optional, a series of tests used to measure knowledge acquired in high school to assess whether a person can enter college.
- A final degree project, which takes place in the final year of a university degree program, in which students must apply all their knowledge.

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DEFINITION:
The purpose of diagnostic assessments is to help identify problems with a certain instruction style and provide insights into improvement that can be done in the quality of delivery. Diagnostic assessments in education help educators understand their students’ strengths, weaknesses, knowledge level, and skillset prior to beginning instruction. Diagnostic assessment examples include pre-assessment tests that give you a snapshot of or diagnose knowledge to screen students.

EXAMPLE:
A teacher wants to start a lesson on two-digit multiplication with young pupils, they can use diagnostic assessment to make sure the lesson is delivered well. They will want to understand if the students have grasped fact families, number place values, and one-digit multiplication before moving on to more complicated questions.

https://www.twinkl.com.hk/teaching-wiki/diagnostic-assessment

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DEFINITION:
Performance-based learning and performance-based assessment are methods of teaching and appraising children based on how they carry out specific tasks or activities, as opposed to more traditional test formats. This approach allows children to demonstrate their knowledge and how they would apply it to real-world scenarios.

EXAMPLE:
In general, these assessments can take many forms. Here are some common examples of performance-based tests that you can use:

Presentations;

Group or solo projects;

Portfolios;

Debates;

Performances;

Exhibits or fairs.

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Top Tips for Teaching Presentation Skills to Kids | Twinkl

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Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment’, it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability, and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment for learning involves teachers using evidence about students’ knowledge, understanding, and skills to inform their teaching. Sometimes referred to as ‘formative assessment’, it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

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Types of Formative Assessments (Junyong)

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Types of Formative Assessments (Junyong)

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- Quizzes
- Polls
- entry Slips
- Exit Slips
- Dipsticks
- Tag Feedback
- Interviews and Group Discussions
- Surveys

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Formative Assessment in the classroom (Junyong)

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Formative Assessment in the classroom (Junyong)

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Formative Assessment in the classroom

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Summative assessment provides a cumulative snapshot to assess and report on student learning.

Summative assessment link to a school's grading and award systems and it gives students a chance to prepare, using clear guidelines.

Collected data help identify strength and gaps in curriculum and instruction, particularly for sub-gropups of students. Reporting of tally results can provide information to teachers and families.

[Resources]
https://dpi.wi.gov/strategic-assessment/cycles-assessment/summative#:~:text=Summative%20assessments%20provide%20cumulative%20snapshots,families%20and%20the%20general%20public.

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Wisconsin Department of Public Instruction

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Summative Assessment Video

In the video, viewers learn about the critical role that a variety of summative assessments play and the importance of strategic data use. Summative assessments provide cumulative snapshots to evaluate and report on student learning.

Summative data can help illuminate areas of strength and gaps in curriculum and instruction, and especially for student subgroups. Reporting summative results provides information to families and the general public. Summative data should never be used as the only indicator of success for a student or a school.
Key messages from the video:

Summative assessments are designed to evaluate and report on cumulative student learning

Data from summative assessments:

are derived from a variety of sources, not just standardized or statewide tests

can answer whether ALL students have met the standards successfully

should be used strategically with formative and interim data to inform teaching and learning

provides key information for conversations around student learning

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Are All of Our Students Meeting the Standards? Summative assessments are designed to evaluate learning by providing cumulative snapshots, often but not exclusively through standardized assessments that are typically school-, district-, or state-centered, and that answer "are all of our students meeting the standards?"