Screening tests provide information about the knowledge and skill base of the student. They are useful for determining the most appropriate starting point for instruction and for planning instructional groups. Screening tests usually include formal and informal measures with clear mastery targets.

Formative Assessment:
Formative assessment is ongoing. Examples of formative assessment are teacher observations, informal or formal tests, and curriculum tasks. Formative assessment often looks more like instruction in that it includes tasks typically used during the instructional process; as such, formative assessment is often referred to as curriculum-based assessment. Ongoing formative assessment may also include diagnostic tests that pinpoint the causes of a particular screening test result or a particular observed reading problem. Formative assessment serves to further define the specific focus of instruction. Running Records and Informal Reading Inventories (IRIs) are good examples of ongoing formative assessments. However, like many formative instruments , further diagnostic may be necessary to inform accurate interpretation. All of the test mentioned above can also be used for ongoing monitoring of student progress.

Summative Assessment:
Summative assessment is often used at the end of major unit of instruction and at year's end. It provides data about exiting accomplishments and is useful for planning the next major segment of instruction for individual student. It also provide programmatic information for large groups of student. Summative assessment usually leads to summative evaluation, which represents a final judgement about a student's strengths and weaknesses.

Diagnostic Assessment:
Diagnostic assessments can be used for screening, or for formative or summative assessment. Specific diagnostic tests should be given whenever a student is suspected of having difficulty learning what is being taught.