Literacy assessments can be informal or formal, formative or summative, screenings or diagnostic tests. They can provide data at single points in time or to monitor progress over time

• Diagnostic Assessments, which provide information on the skills and knowledge that learners presently exhibit;
• Screening Assessment, which examine skill areas in greater detail;
• Progress Monitoring, which seek to monitoring goals determined through initial diagnostic and screening tools;
• Formative Assessments, which also help to monitor a learner’s progress toward identified goals/milestones and - therefore - inform how teaching should adapt and evolve;
• Summative or Performance Assessments, which help us determine to what extent learners have mastered or developed their learning; 
• Reflective Assessments, which help all parties (teachers and students) reflect on how the learning is progressing; and
• Resource/Environmental Assessments, which help us determine whether we have all the materials that we need to carry out the learning.