A broader range of attributes needs to be assessed and evaluated than has been considered in the past.

In Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) assessment and evaluation are defined. Assessment is a preliminary phase. In this phase, various techniques are used to gather information about student progress. Evaluation is the weighing of assessment information against some standard (such as a curriculum learning objective) to make a judgment. This may then lead to other decisions and action by the instructor/teacher, student, or parent.

There are three main types of student evaluation: formative, summative, and diagnostic. Formative evaluation is an ongoing classroom process that keeps students and educators informed of students' progress. The main purpose of formative evaluation is to improve instruction. This type of evaluation helps instructors/teachers understand the degree to which students are learning the course material and the extent to which their knowledge, understandings, skills, and attitudes are developing. Students are provided direction for future learning and are encouraged to take responsibility for their own progress.

Summative evaluation occurs most often at the end of the unit of study. Its primary purpose is to determine what has been learned over a period of time, to summarize student progress, and to report on progress to students, parents, and educators.

Seldom are evaluations strictly formative or summative. However, it is important that instructors/teachers make clear to students the purpose of assessments and whether they will later be used summatively.

Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. Its main purposes are to identify students who lack prerequisite knowledge, understanding, or skills, so that remedial help can be arranged; to identify gifted learners to ensure they are being sufficiently challenged; and to identify student interests.

Instructors/teachers conduct all three types of evaluation during the course of the school year.