Assessment is the collection, interpretation, and synthesis of information to guide decision-making—with higher quality assessment leading to better decision-making.

Learning activities that provide a student with practice, checks for understanding, and feedback on their progress towards demonstrating competency emphasize Assessment FOR Learning. Feedback provided to a student can be used to support the existing learning pathway or be used to modify instruction (thus providing an alternative pathway for student success). Because Assessment FOR Learning informs the student and instructor of ongoing progress, it is called formative assessment.

Assessment summarizing student achievement at the end of instruction (i.e., at the end of a unit, competency, course, or program) emphasizes Assessment OF Learning. This type of assessment can used as the basis for determining if competencies are met, awarding a grade, and evaluation of course and program quality. Because scores are often summed for grading purposes, Assessment OF Learning is called summative assessment.

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Criteria are the standards on which a judgement or decision are based on.

In an instructional context, meaningful Criteria are derived from the learning goals we value and the curriculum and instruction a student experiences. Criteria provide focus and alignment when applied to a learning activity and related assessments.

A single criterion may be as simple as completing a task or not completing a task. More complex student performances may require multiple criteria. Criteria provide a framework to address and align multiple dimensions of a learning goal at the course and program levels. Criteria are often the rows in a rubric.

Formative Assessment is a type of assessment primarily used as Assessment FOR Learning.

Formative assessment occurs when we assess student learning during the learning phases of an instructional activity, module, unit, course, or program. The purpose for collecting information is to guide the learning process—en route, while it is happening; formative assessment is ongoing and informative. It lets the student know where they are and if they are on track. It tells the teacher where the student is and whether the instructional activities are working.

Formative assessments are learning activities that provide students with an opportunity to practice, show what they know and can do, and receive feedback during their journey in meeting a learning goal (objective, competency, or outcome). Common examples include homework, quizzes, drafts, discussion boards, Q & A sessions, labs, and the like. Any learning activity that provides practice and feedback on the way to meeting a learning goal is a formative assessment.

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Performance Levels are the continuum of performances one might expect to see as a student demonstrates mastery of a learning goal (learning objective, competency, or program outcome/competency).

Performance Levels aid in setting clear learning goals, scaffolding instruction to ensure student success, and establishing decision-making rules when assessing student performance. The continuum of Performance Levels may range from two levels (as in Not Proficient/Proficient) to several (as in Well Below Proficient, Not Yet Proficient, Proficient, and Advanced Proficiency). Well-crafted Performance Levels provide an opportunity to gauge a student’s developmental progression towards mastery throughout the curriculum.

A Signature Assignment is a learning activity that provides a student with an opportunity to demonstrate and apply proficiency in one or more key course competencies while also demonstrating a level of proficiency in meeting one or more program outcomes/competencies.

A Signature Assignment often requires a student to pull together the cumulative knowledge, skills, and abilities they have acquired and apply them in real world contexts.

Integrating the results from a Signature Assignment with other program signature assignments provides evidence for how well the overall curriculum and instruction are working. It provides actionable student-level data for continuous improvement efforts.

Related terms include summative assessment, performance assessment task, performance-based assessment, authentic assessment, capstone experience, credentialing assessment (for certification or licensure), and measures of technical skills attainment.

Summative Assessment is a type of assessment primarily used as Assessment OF Learning.

Summative assessment occurs when we assess student learning at the end of a series of learning activities (such as a unit, module, course, or program). The purpose for collecting the information is to gauge the degree to which a student met the learning goal. Summative assessment summarizes achievement after sequence of instructional activities are completed. It often forms the basis for calculating and awarding grades.

Common summative assessments include tests, exams, final products and performances, and the like. Any learning activity that summarizes student learning at the end of instruction is a summative assessment.

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