Information about student progress assists teachers in planning or adapting their instructional programs and assists students in identifying learning goals. Emphasis on critical and creative thinking, independent learning, and personal and social values and skills suggests that teachers should use a wider variety of assessment methods. There are three main types of student evaluation. Formative evaluation is a continuous classroom process that keeps students, parents or care givers, and teachers informed of students' progress toward curriculum objectives. The main purpose is to guide instruction and student learning.
Summative evaluation occurs most often at the end of a unit of study.
Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. The main purposes are to identify students with particular developmental needs so that individual assistance can be provided, to ensure that all learners are sufficiently challenged, and to identify student interests. Teachers may make these decisions in collaboration with the students. During the assessment phase, teachers select appropriate tools and methods, then collect and collate information on student progress. Teachers may determine where, when and how assessments will be conducted, and students should be consulted or at least kept informed of the teacher's decisions.