The components of assessment include evaluation of the methods of teaching, student motivation to read, rating of the capabilities of a student with reference to evaluation of an entire group and lastly, analysis of the improvement of a student with time. The strategies used in assessing students depend on the suitability of the instructional goals and objectives with individual lessons, the efficiency of these instructional procedures, how sufficient the professional inputs needed in delivering instructions are, and the materials that have been utilized to attain these instructional objectives (Hoover & Abrams, 2013) .
Student background data consists of the socio-economic background, sex, geographic location, and the background language of the student. Collecting student background data with regard to the performance and outcomes of the student’s school is important because offers sufficient proof to support the education system, the school, and the improved performance of the student with time. Assessing background data is done through surveys, observation, language assessments, and previous academic achievement data. The purpose of student background data is to provide insights that are connected to the background characteristics of a student (Hoover & Abrams, 2013) .
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Summative assessment data is used in evaluating academic attainment, skills acquired and student learning at the end of the instructional period which might be at the end of a specific unit, course, semester, or academic year. Summative assessment is done by comparing student learning with a particular set standard (Hoover & Abrams, 2013) . Student learning is measured using assignments, tests, and projects that determine the extent in which a student has understood the concept. Since this assessment is done at the end of a stipulated instructional period, it is evaluative. The results obtained are registered as grades which are then entered in the permanent student records. Standardized tests such as unit tests, ACT and SAT are examples of summative assessment.
Formative assessment data is used in examining student learning to provide feedback that can be used in improving the learning methods by students and by teachers, in adjusting their teaching strategies. Formal formative assessment involves data that is supportive of the conclusions deducted from tests (Haber & Mitchell, 2017). On the other hand, informal formative assessment is driven by both performance and data. Formative assessment data is used during learning, like at the beginning of a lesson before summative assessment. Formative assessment is done through use of summarizers, activators, individual student analysis, and quicksort, setting of student goals and self-assessment, probes, criteria evaluation, results, and performances.
Assessment data has an important role to play when it comes to attainment of certain learning needs of a student. Another sector that assessment data sorts is individual differences among students. Assessment data assists in designing instructions that meet the specific needs of a student. Assessment data also determines the curriculum entry points of a student and it strengthens the cultural proficiency in the process of teaching (Haber & Mitchell, 2017). Assessment data is also a means through which students are motivated to study more in order to attain better grades. Provision of a timely feedback to students and educators, allowing them to schedule the next learning instruction and learning procedure respectively, is also done through assessment data. Lastly, assessment data ensures there is accountability as it provides proof of student achievement to accreditation grouping, educators and other stakeholders involved.
References
Haber, N., & Mitchell, T. N. (2017). Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First-Year Writing Course. Journal of Library & Information Services in Distance Learning, 11(4), 300-313.
doi:10.1080/1533290X.2017.1324549
Hoover, N. R., & Abrams, L. M. (2013). Teachers Instructional Use of Summative Student Assessment Data. Applied Measurement in Education , 26(3), 219-231.
