To enhance understanding of the evaluation process, it is useful to distinguish between the terms “assessment” and “evaluation”. These terms are often used interchangeably which causes some confusion over their meaning. Assessment is a preliminary phase in the evaluation process. In this phase, various strategies are used to gather information about student progress. Evaluation is the weighing of assessment information against some standard (such as a curriculum learning objective) in order to make a judgement. Evaluation may then lead to decision and action.
As discussed in the Saskatchewan School-Based Program Evaluation Resource Book (1989) and Student Evaluation: A Teacher Handbook (1991), there are three main types of student evaluation: diagnostic, formative, and summative.
Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction to identify prior knowledge, interests, or skills of students about the topic. This information can then be used to direct and inform instructional practices and, therefore, student learning.
Formative evaluation is an ongoing classroom process that keeps students and educators informed of students’ progress. Reflection upon the data and information collected through formative evaluations can be used to improve the instructional and learning processes.
Summative evaluation occurs most often at the end of a module, to determine what has been learned over a period of time. Summative evaluations are most often used to report student progress relative to the curriculum to students, parents, and other educators, but they too can impact future instructional practices and student learnings.