when you ask students to produce an initial version of the infographic, just so you can check what they are already able to do and identify areas you need to teach to produce an appropriate infographic, you are carrying out the diagnostic function of assessment.

effective feedback means feedback which clearly identifies what is appropriate and what can still be improved in a student’s production. When comments are descriptive, this feedback has the potential of becoming feedforward, that is, it does not impact only that specific production, but all other possible texts students might have to produce in the future.

when you swap infographics among students and you ask one student to read and assess another classmate’s production, using a list of criteria with a checklist of can-do statements, so then they can improve their production based on their partner’s feedback, you are carrying out self-assessment.

when you comment on students’ productions, pointing out their strengths and areas to be improved, describing what to do for the improvement, as well as asking students to produce another version of the infographic based on these, you are carrying out the formative function of assessment.

when the production is ready, after going through a number of steps in the process, improving the text at each one of them, when you assess this final production and decide to do something with it (for example, publish it on the school’s website), you are carrying out the summative function of assessment.