Does anyone really know the definition of a "good" assessment? Does such a thing even exist? The second question has no clear answer (which means it's not likely to show up on an assessment any time ...

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z Achievement target: Desired level of performance. Often used ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Incorporating peer review and individual reflections makes frequent, intentional formative assessment manageable, with big ...

Carol Boston says “Black and Wiliam (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter ...

Pre and post assessments are integral part of the experiential learning journey. They empower students to develop ownership of their own experiences making sense and creating meaning of the outcomes ...

Teacher involvement in the design, use, and scoring of performance assessments has the potential to powerfully link instruction, assessment, student learning, and teacher professional development.

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

There is a heated debate right now around AI and assessment. This is understandable given that AI’s language and reasoning ...