Which type of assessment best measures long-term educational progress?

Summative assessments are designed to evaluate student learning at the conclusion of an instructional period, such as the end of a unit, semester, or course. They are often used to measure how much learning has taken place over a significant time frame and provide a comprehensive overview of student achievement. These assessments can take various forms, including final exams, standardized tests, and end-of-term projects.

The nature of summative assessments allows educators to gauge long-term educational progress effectively, as they reflect what students have learned after engaging with the material for an extended period. By analyzing the results from summative assessments, teachers and administrators can identify trends in student performance, evaluate the effectiveness of instructional strategies, and make informed decisions about curricular improvements.

In contrast, formative assessments are ongoing, aimed at monitoring student learning to provide immediate feedback and improve learning while it is still happening, rather than measuring the end results. Norm-referenced assessments compare a student's performance to that of a peer group, rather than focusing on individual progress over time. Diagnostic assessments are typically administered before instruction begins to identify students' existing knowledge and skills, serving a different purpose than measuring long-term progress.