Diagnostic, Formative, and Summative Assessment for Informing, Planning, and Innovating the Teaching Action System

The paper discusses the evolving role of evaluation in education, spe cifically focusing on diagnostic, formative, and summative assessments. It emphasizes that effective assessment is crucial for optimizing learning and teaching processes by promoting new educational interventions tailored to student needs. Despite progress and significant research over the years, many schools still rely on traditional evaluation models that fail to meet current educational demands. This highlights an urgent need for a shift towards innovative assessment practices that effectively measure learning outcomes without bias, addressing inherent subjec tivity and variability in grading. Key studies in Docimology illustrate the importance of reliable and valid evaluation methods for accurately assessing students’ performances, considering factors such as examiner variability and the context of assessments. Effective evaluation should inform teaching strategies, enhancing student learning and enabling better decision-making for educators. Further, the text delineates various evaluation functions—diagnostic, formative, and summative—each serving distinct purposes within the educational framework. Diagnostic evaluation identifies students’ prior knowledge; formative evaluation helps monitor and enhance the ongoing learning process; while sum mative evaluation measures the cumulative learning at the end of a in structional period. The document calls for educators to cultivate assessment literacy, harnessing appropriate tools and techniques for ef fective evaluation. It concludes by reiterating the critical nature of as sessment as a means to foster a culture of learning that is democratic and supportive of every student’s growth, proposing a paradigm where evaluation is integrated wholly into educational practice.