They can be used to assess if students got out of a lecture, video, or assignment what you expected them to. These types of assessment can be graded or ungraded (even anonymous). Consider using short quizzes or surveys to assess student understanding.
Diagnostic assessment can sometimes be effective at the end of a lesson to provide information about how well content was absorbed by students. Be sure to communicate early with students’ that have knowledge gaps that would threaten their success in the course. Consider using diagnostic assessment early in the course or a particular lesson to ensure that your assumptions of students’ prior knowledge is accurate. If an assessment or an assessment item does not evaluate or reinforce a learning goal, neither eliminate it or consider modifying the goals to include this content. Reevaluate whether assessments reinforce learning goals and objectives at both the course and modular level. The following is a list of practices that can help in this process: While the instructor cannot control the autonomy of their students, they can create assessment scaffolds that help students moderate their own learning. As a result, students in online classes often need to be more autonomous than those in face-to-face classrooms. 
Because of the geographical and temporal separation of teacher and student, the monitoring of learning progress shifts from the instructor to the student.
Just as teaching online is different than teaching face-to-face, online learning is different than learning in a classroom.
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