The results of screening assessments need to be readily accessible not long after they have been given, and they should be provided in a format that instructors can easily utilize when making pedagogical judgments. Only then will screening tests be able to fulfill the formative function for which they were designed. In order to direct the teaching process, sufficient detail should be provided about each individual student as well as patterns of the general performance of the class as a whole. The chance for formative assessment will be lost if the results are not readily available, or if the teachers do not have appropriate data tools or experience to make use of the results.
There are many different formats for screening evaluations to choose from.
The majority of them are computer-based, with preliminary results being made accessible practically immediately and full reports being made available within a few days or weeks, following verification.
Paper-based versions have the advantage of being able to be scored by either a computer or the instructor manually, making it possible to obtain results more quickly.
Standardized examinations establish benchmarks of average performance, making it feasible to identify pupils who are having difficulty and need aid as well as students who are exceptionally gifted and may be eligible for advancement. In addition, the distribution of federal monies to schools across the country is partially determined based on these goals.