There are various methods which can be applied in literacy to evaluate the student performance. Some of these methods include; diagnostic assessment, formative assessment, summative assessment, norm-referenced assessment and the criterion-referenced assessment. Below is a description of some of these methods of assessment (Muskin, 2017).
Diagnostic assessment
This is also known as the pre-assessment. In this form of assessment, the strengths, knowledge, weaknesses and the skills which are before the instructions are assessed. It also acts as a baseline which many learners and tutors use to work form.
Formative assessment
This is a form of assessment used to assess the performance of a student while carrying out the instructions. This happens on a regular basis throughout the whole instruction process. This act like the routine check-up of a doctor which is mainly meant for providing data used in revising the instructions to see whether the prescriptions are being followed (Muskin, 2017).
Summative assessment
This method of assessment is used to measure the achievements of a student at the end of instructions. It can also be described as a macabre. If formative assessment is associated with the doctor’s check-ups, then, the summative assessment will be the autopsy.
The article on continuous assessment for improved teaching and learning written by the international bureau of education carry out a critical review with the aim of informing policy and practice. This is an important article for it in-depth analysis on continuous assessment via elucidating the meaning of continuous assessment and why it is essential. The article goes on to identify some of the issues important for the implementation and usefulness of a continuous assessment to be effective in the classroom (Koh et al, 2017) .
References
Koh, K., Carol-Ann Burke, L. E., Luke, A., Gong, W., " Tan, C. (2017). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 1362168816684366.
Muskin, J. A. (2017). Continuous Assessment for Improved Teaching and Learning: A Critical Review to Inform Policy and Practice.
