Traditional, or summative assessment usually occurs at the end of a unit or at the end of a certain period of time such as before report cards, and might be just a process of grading and identifying what kids don't know, rather than what they do know. They gather and record information while students are exploring their ideas. In the inquiry-based science classroom, continuous assessment is crucial to optimal student learning. Student understanding and growth unfold naturally as they work with materials and explore their own scientific thoughts and abilities through investigations. They must be continually seeking to understand student thinking by observing, studying and recording student growth as the students work.
Continuous assessment is more than just listening to and observing students.
Teachers using continuous assessment take the next steps by gathering data about student growth, analyzing that data, and making adjustments as they teach in order to optimize student learning. Continuous assessment is so integrated with teaching and learning that it can't be disentangled. It informs the teacher of where children are and what they need to know to progress in science. That is the essence of continuous assessment. It happens in real time, while kids are demonstrating whether or not they can do a particular skill, model a particular scientific habit of mind, or talk about what they know about the concept.