Types and forms of knowledge assessment in higher and secondary educational institutions

Abstract

This study explores the main forms and stages of knowledge assessment in higher and secondary education, distinguishing between initial (entry), continuous, phased, and final assessments, according to their function and timing within the educational process. Recognizing the growing importance of systematic assessment in improving educational quality, the paper addresses gaps in the academic literature on the integration of various forms of assessment as both diagnostic and developmental tools. Initial assessment was identified as an essential element for achieving adequate teaching planning, necessary for personalization and inclusion. Continuous assessment is analyzed not only as a monitoring tool but as a formative process aimed at assessing the breadth, depth, and quality of students' understanding. The study also delves into phased (threshold) and final assessments, highlighting their role in verifying long-term knowledge retention. Furthermore, final assessments are contextualized within the broader framework of professional competency development. However, given their relevance, complementary methods, such as assessments during lectures, seminars, practical sessions, extracurricular activities, and consultations, are also examined, addressing the multifaceted nature of assessment in contemporary education. The findings underscore the need for a balanced, continuous, and contextualized assessment system that supports both academic performance and the holistic development of students.