include establishing their own assessment criteria through consultation with teaching staff

When learners have experience in learning and navigating within a networked setting [if the review is completed in an open and online setting].

Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.

From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.

Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?

well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education

Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics

Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric

Making decisions that affect individuals and groups of students on the basis of a single measure

We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores

The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.