Assessments are used by instructors to assess students' progress. The assessment approach is based on the idea that we can quantify a student's learning in a fair way. This causes many of us to focus primarily on assessment as a tool for evaluation, putting us under pressure to maintain the correctness, validity, and reliability of tests that may not always precisely reflect learning as we would like.

It makes no difference whether a given judgment is fair or not. Instead, how assessments are implemented can either promote or decrease equity. There is no clear list of guidelines to follow since attaining equity entails ensuring that every kid has the resources they need to succeed. By focusing on the essential knowledge that our students require to achieve, we may be able to begin introducing more real-world-relevant types of assessment that rely on student intrinsic motivation by allowing them to choose the topic, structure, or even the evaluation of the assessment.

Diagnostic, formative, and summative assessments are the three types of evaluations.

Diagnostic Testing

A diagnostic test will assist you determine your pupils' current levels of understanding, skill sets and capacities, and any misunderstandings they may have before you begin teaching. Understanding your students' skills and limitations will help you develop better strategies for what to teach and how to teach it. Pre-tests on subject and abilities; self-assessments; discussion board responses; questions on content-specific prompts; and interviews—a 10-minute, individual conversation with each student—are all examples of diagnostic evaluation.

Formative Assessment

Formative assessment provides feedback and information throughout the instructional process, while learning is taking place. Formative evaluation assesses not only student accomplishment but also your growth as a teacher.

Summative Assessment

Summative evaluation, which takes place after the learning process has been completed, provides data and comments that summarize the teaching and learning process. Only unintentional learning that occurs as a result of completing tasks and assignments constitutes formal education at this point.

Rubrics, which are usually established in line with a set of standards or expectations, can be used for summative evaluation.