Although many faculty perhaps subconsciously design exams to obtain a wide spread in test scores, the philosophy underlying criterion-based exams clearly applies to designing classroom tests. Diagnostic, Formative, and Summative Tests Diagnostic tests determine if students have the prerequisite skills for a class. Generally faculty distribute diagnostic tests the first class period. Faculty can design skills tests from a prerequisite course's final exam or set of cognitive objectives. Students who do poorly on prerequisite skills tests must then review and master specific remedial material.
Formative tests provide students and instructors feedback during the term.
Poor student grades can mean poor student performance, poor teacher performance, or both. While formative tests are often graded, non-graded exams can provide feedback to students before taking their graded examinations. Faculty use summative tests to arrive at final grades. Summative tests are often comprehensive and integrative and are given at the term's end. Based on the weight given to final exams, perhaps faculty place too much emphasis on summative tests and too little emphasis on formative tests.