Clarify for your students what good performance is (goals, criteria, standards). Define the expectation.
To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task?
Encourage ‘time and effort’ on challenging learning tasks.
To what extent do your assessment activities encourage regular study in and out of class and deep rather than surface learning?
Deliver high quality feedback information that helps learners self-correct.
What kind of feedback do you provide – in what ways does it help students self-assess and self-correct?
Encourage positive motivational beliefs and self-esteem.
To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful?
Encourage interaction and dialogue around learning (peer and teacher-student).
What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course?
Facilitate the development of self-assessment and reflection in learning.
To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course?
Give learners choice in assessment – content and processes.
To what extent do students have choice in the topics, methods, criteria,weighting and/or timing of learning and assessment tasks in your course?
Involve students in decision-making about assessment policy and practice.
To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions?
Support the development of learning communities.
To what extent do your assessments and feedback processes help support the development of learning communities?
Help teachers adapt teaching to student needs.
To what extent do your assessment and feedback processes help inform and shape your teaching?