If in the food we know appetizer, main course, and dessert, in the assessment there are formative, summative and diagnostic assessment. Formative assessment is type of assessment that is done during the learning process. While summative assessment is an assessment that is applied in the end of learning process, such as final exam. And diagnostic assessment is an assessment that aims to know how far level of learner before starting the learning process. If we can analogize assessment into food types, formative assessment is as the main course, summative assessment is the dessert, and diagnostic assessment is the appetizer.
I had no idea about those three before because when I were in elementary school, junior high school and senior high school, only test or examination that I had gotten and actually it is still be a little part of whole assessments. Only when I am in SSE I am getting those three types of assessments. Formative assessment is when I am assessed in individual task or group work in presentation performances, role play, simulation, project, video making, etc. Summative assessment is when I had to face mid term test and final exam. And I think diagnostic is firstly tests that I had to passed it through selection for being an SSE student (and I became so nervous because of that).
Actually, it is still a very rarely phenomena that those form of complete assessments are applied in Indonesian education especially in many schools in Indonesia. Also many teachers still pay attention just at summative one. It is tragic because I think actually there will be found so many great achievements of knowledge that are shown by learners in formative way. And mastering knowledge cannot be measured just by writing test that is very popular for summative assessment. There are many skills that are had by learners besides writing. Again because of learners consist of multiple intelligences that we cannot treat the same by one way to assess it. That’s why there are presentation performance to assess verbal linguistic skill, role play and simulation to assess kinesthetic intelligence and so on. Don’t think that those do not cover the content of knowledge! Actually it can practice the content of material that is given by teacher. The material is useful when it can be applied in practices and in conducted to the real life, isn’t it?
Speaking is easier than practicing. I know it. That will be a bit difficult to apply it in non-equal ability class and in a class with big amount of students. Teachers assume that it can waste much time and need extra work to assess by formative assessment. Teachers are often lazy to make a rubric, a tool for measuring an assessment. Even teachers still do not know well how to make a good rubric that is specific and cover all points of an assessment activity.
Different with formative assessment, I think diagnostic assessment has already done in some schools especially in case of receiving new students. Candidate of students are tested to know in which level of ability that they have from their prior knowledge. It is important to support acceleration classes that are popularly built by some schools in Indonesia.
As a candidate of teacher I realize that to be a teacher is not easy. A teacher should not just deliver the knowledge to the students and then his/her duty is finished without thinking how learning takes place into students. But a teacher should provide facilities to how students can learn well. To fulfill that kind of purpose, one of ways is by providing assessments that cover all learning aspects.
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