The Pivotal Role of Diagnostic, Formative and Summative Assessment in Higher Education Institutions’ Teaching and Student Learning

This literature based paper provides an understanding of the various forms of assessments conducted at higher education institutions. The paper highlights what assessment is and its purpose before moving into the specific of what each type and purpose of assessment is. The paper discourses on the three main assessment types, which are; diagnostic, formative and summative assessment vis a vis types, implementation, effectiveness and quality. Formative assessment has been dealt with in-depth as the most critical form of assessment in higher education. This paper acknowledges that the main types of assessment (diagnostic, formative and summative) should be maintained at higher education institutions though variations or innovations can occur within the same constructs to enable effective teaching, learning and positive feedback on the learner, the teacher and the systems or processes. The paper concludes and recommends that diagnostic, formative and summative assessment modes all be used in their various types in higher education institutions and could come in the form of individual, group or class work/ tasks; in the form of written, oral, practical, problem based, performance or work placement; where group or class work/ tasks enhances the skills of working and accomplishing together as a team.