In this phase various strategies are used to gather information about student progress. This may then lead to other decisions and action by the teacher, student, or parent. The main purpose of formative evaluation is to improve instruction and student learning. It provides teachers with information which can be used to modify instructional objectives. 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 a 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 relative to curriculum objectives to students, parents, and educators. Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. Teachers conduct all three types of evaluation during the course of the school year. Guiding Principles of Student Evaluation Recognizing the importance of evaluation as an integral part of the curriculum, Saskatchewan Education, Training and Employment has developed five general guiding principles which are closely linked to the Evaluation in Education report and provide a framework to assist teachers in planning for student evaluation. A Teacher Handbook.