gabrielmoreira Assessment Design
Create fair, effective assessments that measure real learning.
Assessment Types
| Type | Purpose | Frequency | Examples |
|---|---|---|---|
| Diagnostic | Find starting point | Before instruction | Pre-test, KWL chart |
| Formative | Guide learning | Ongoing | Exit tickets, quizzes, discussion |
| Summative | Evaluate achievement | End of unit | Exam, project, presentation |
| Authentic | Real-world application | Culminating | Portfolio, case study, simulation |
| Competency-based | Demonstrate mastery | On demand | Performance tasks, certifications |
Rubric Design
Analytic Rubric (Preferred)
| Criteria | 1 - Novice | 2 - Developing | 3 - Proficient | 4 - Exemplary |
|---|---|---|---|---|
| Clarity | Unclear, confusing | Somewhat clear | Clear and organized | Exceptionally clear |
| Evidence | No support | Limited support | Relevant support | Compelling, diverse evidence |
| Analysis | Summary only | Some analysis | Good analysis | Deep, nuanced insight |
Holistic Rubric
Single score based on overall quality. Faster but less specific.
Best Practices
- Define 3-5 criteria aligned to learning objectives
- Use observable, specific language (not "good" or "poor")
- Include examples or exemplars for each level
- Share rubrics before the assessment
- Calibrate with other assessors before grading
Feedback Principles
- Timely: Within 24-48 hours or before next similar task
- Specific: "Your thesis statement clearly argues X" (not "good job")
- Actionable: "Try using a clearer topic sentence at paragraph start"
- Kind: Address the work, not the person
- Forward-looking: "For next time, consider..."
Competency-Based Assessment
- Learners advance upon demonstration of mastery
- Multiple assessment opportunities
- No penalty for first attempts
- Focus on skills and application, not time spent
- Personalized learning paths