WhatEE skills Identified but none explicitly/consistently assessed Identified but only a small subset (1 or 2) are explicitly/consistently assessed
(e.g. Teamwork)
Identified, broader subset is explicitly/consistently assessed
WhenEssentially summative, no opportunities for relearn or reassessment Formative (few control points and opportunities to review and relearn) Baseline, formative and summative assessment fully integrated (several control points)
WhereTied to specific assignments, projects. Embedded only in some curricular areas (patchy) Embedded across the curriculum and in all major assignments/projects
HowLargely and solely based on teacher observation (no tools) A limited suite of methods is used
(eg. rubrics, checklists)
A combination of methods is used according to task, context and student needs. (eg. Teacher observation, learning logs, portfolios, rubrics)
WhoTeacher-assessment Combines teacher- and self-assessment Incorporates views of multiple actors (Teacher, self, peer, external stakeholder-assessment)
Why Aim of assessment activity is to ‘tick the box’ and comply with externally imposed demands. Aim of assessment activity is to improve student learning Aim is to capture and analyse data and evidence to fine-tune Teaching and Assessment practices