The primary notions of assessment linked
with the possibility to monitor the progress

By means of a schedule or plan
evidence

With no plan beforehand
information collection

feedback

to adjust ongoing teaching and learning

The primary pursuit

gain insights into the way teaching

outline benchmarks that can be utilized

finds its foundations

in a broadly accepted focus regarding what the
process of learning entails

the assessment of learning

takes place in the interaction teacher-learner

Target – setting related to walking learners

through taking
hold of their own learning process.

Sharing learning objectives sharing their anticipations

about what they expect from each
other.

Structuring lesson introductions:

To improve learning

its function or purpose to falls into
formative and summative assessment

the student’s overall achievement in a specific
area of learning at a particular time

weighted over standard scale

Practicality:

It is said that a summative assessment is practical

Reliability:

Summative assessment for reliability’s sake must
be consistent and dependable

Validity:

In order for a summative assessment to be valid

Authenticity:

The authenticity within a summative assessment
lies in the narrowly natural

Product-assessments:

Emphasized on delivering an ultimate
product along the lines of knowledge

Performance-assessments:

Deeming teachers either
monitoring or observing the knowledge

Process-focused assessments:

Establishing concrete stages in
which certain aspects

assessment for learning

learners are capable of noticing the progress

assessment as learning

creating opportunities within classrooms
that enable students to develop independency

To make a decision