is assignment and assessment

Home » Education » What is the Difference Between Assignment and Assessment

What is the Difference Between Assignment and Assessment

The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.  

Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.

Key Areas Covered

1. What is an Assignment       – Definition, Goals, Characteristics 2. What is an Assessment      – Definition, Characteristics 3. Difference Between Assignment and Assessment      – Comparison of Key Differences

What is an Assignment

Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.

Assignments have several goals, as described below:

– gives students a better understanding of the topic being studied

– develops learning and understanding skills of students

– helps students in self-study

– develops research and analytical skills

– teaches students time management and organization

– clear students’ problems or ambiguities regarding any subject

– enhance the creativity of students

Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.

What is an Assessment

Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.

There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.

Difference Between Assignment and Assessment

Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. 

Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students

Goal                

Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.

Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.

Image Courtesy:

1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

​You May Also Like These

Leave a reply cancel reply.

Assessment Help

Assessment Help Online For Students

What Is The Difference Between Assignments And Assessments?

The two central ideas of contemporary education are assignment and assessment. Assignments and assessments are essential components of a student’s academic career. However, a lot of students are unaware of the fundamental distinction between an assignment and an assessment. Assignment refers to the distribution of the numerous tasks that students must do to receive the best grades in their academic curriculums. In comparison, a teacher will assess students by giving them a variety of assessment tasks that may be of different types and observing what information and skills they have learned. A student can get to know various outcomes of their learning and how they are progressing with learning objectives by completing the assessment activity.

For the best results in their academic work, students pursuing a variety of courses at various colleges must deal with assignments and assessments. Therefore, they must complete these two tasks using the right format and procedure. Assessments include writing assignments, class exercises, quizzes, case studies, and group activities, whereas assignments consist of writing tasks like case studies, reports, essays, etc. As a result, both are equally important but approached in different ways. 

Let’s have a look at this in detail!

What Is An Assignment? 

Assignments are pieces of writing paper or homework that a lecturer or university gives to assess your knowledge and abilities. It may also be referred to as writing assignments that must be finished and submit in before the deadlines. This is a requirement for their academic work; thus, you must conduct extensive research to finish the assignment. Numerous tasks require you to select a topic before you begin writing on it, including essays, reports, a thesis, case study assignments, and many more. It aids in the development of your comprehension and learning abilities, and you can conduct your research to finish these assignments. Additionally, it develops research and analytical skills, which will help the students in the future. 

What Is An Assessment?

Assessment refers to the process by which a teacher evaluates the scholars’ knowledge and learning outcomes. In other words, multiple assessment assignments can be used to evaluate your academic development. It aids the professor in determining a student’s aptitude and degree of curricular compliance. Because of this, an assessment is an interactive process that focuses on both teaching and learning. An assignment may occasionally serve as an assessment tool.

Formative and summative assessments are the two main types of assessment. Summative evaluation takes place after each learning unit, whereas formative evaluation is undertaken throughout the learning process. Assessment includes tests, assignments, group projects, quizzes, and summaries.

What Is The Format Of An Assignment? 

Understanding the right format and structure is essential before beginning any work. The format is crucial in capturing the reader’s interest. You’ll be able to compose the assignment extremely precisely if you follow the right format for an assignment. As a result, the most crucial assignment writing format must be used.

• Executive summary:  The executive summary is crucial for making a good first impression on the reader; therefore, when a student begins writing an assignment, he needs to focus on it. It briefly describes an academic topic, such as a project proposal or business strategy. It provides a synopsis of the case study or reports writing and a solid structure for the writing techniques you’ll employ later on. 
• Table of content:  Each subsection in this section must be listed together with the relevant page number. It will surely be helpful for the reader to skip straight to the topic’s intriguing parts. Also, they can directly jump to that topic according to their interest. 
• Introduction:  The first section of your assignment must contain all of the crucial information related to the topic you have chosen for the assignment. In this section, you have to be very precise and clear while framing it. You need to mention all those details that you are going to explain in the further assignment. Therefore an introduction must create an impact on the reader’s mind and develop an interest in reading the whole assignment. 
• Body section:  After the introduction is complete, you must start on the body section. All of the crucial information should be mentioned in the assignment’s central section. When you reach this part, you need to be familiar with the major ideas, illustrations, and statistics.
• Conclusion:  In conclusion, you must be able to present a summary of all the data once the primary steps have been completed. Never provide extra information for the assignment.

What Are The Major Steps To Complete An Assessment Task? 

• Know the purpose of evaluation:  This stage clarifies the aim of the meeting to everyone in attendance. Additionally, it establishes the meeting’s objectives and tone. It also makes it clear how questions and remarks that should be shorter for the meeting’s format will be addressed. Use our recommended introduction in the description below, or write your own.
• Determine the work provided to you:  In this phase, the learner and you will review the pertinent responses you both filled out on your assessment form. The Educator should have gone over these in advance and taken any necessary notes.
• Discuss all your work and start writing it:  Items for homework are tasks that must be finished at home. To allow the learner and Educator enough time to complete the work, they are assigned homework. To answer questions from the learner and to make expectations clear, homework is discussed in this stage so that you can get the best answers for your assessment questions. 

If you are enrolled in a course or program offered by a reputable university, you must understand the assignment and assessment differences. Since you will be dealing with both tasks during your curriculum, it will aid you in writing them correctly. You can seek assistance from our  assessment help  services if you still need help understanding the difference and are unable to complete the assignment or assessment activity. Our most experienced expert will help you correctly write your assignment or assessment work. Our highly qualified experts are skilled at assessment and assignment help and finishing them before the deadlines.

• ← How To Get The Most Out Of Your Research Paper Help
• CHCPRP001 Assessment Answers →

Assignment vs. Assessment: What's the Difference?

Key Differences

Comparison chart, assignment and assessment definitions, can assignment and assessment be used interchangeably, are assignments only given in an academic context, is an assignment always individual work, does an assessment always affect the final grade, can an assessment be informal, can an assessment include physical tests, is an assignment always graded, do all assignments require submission of work, is an assessment only about grading, is an assessment always conducted by teachers, can an assessment be a self-evaluation, does every assignment involve writing, are all assessments standardized, can an assessment be a group activity, do assignments always have deadlines, can the word assignment refer to legal contexts, can an assignment be optional, is an assessment always planned, can assignments have multiple parts, can an assignment be verbal.

Trending Comparisons

Popular Comparisons

New Comparisons

Assignment vs. Assessment — What's the Difference?

Difference Between Assignment and Assessment

Table of contents, key differences, comparison chart, action vs. judgment, individual vs. group, compare with definitions, common curiosities, is every assignment followed by an assessment, what's the purpose of an assignment, how do teachers benefit from assessments, can an assignment be collaborative, what forms can assessments take, are assignments exclusive to academic settings, what is an assignment in an educational context, how does assessment differ from grading, can assessments be biased, is feedback essential after an assessment, can one forgo an assignment, do all assignments need a deadline, why are assessments integral in the learning process, how do assignments and assessments relate to real-world skills, can an assignment be both written and oral, share your discovery.

Author Spotlight

Popular Comparisons

Trending Comparisons

New Comparisons

Trending Terms

• 1300 364 499
• [email protected]

The Difference Between an Assessment and an Assignment

Posted 4 jun '20.

Every school has a unique method of setting work, tasks and assessing the level their students are at, but mostly these tests come in the forms of an assessment or an assignment. However, the difference between the two of these can be hard to spot - both receive task sheets, both can usually be worked on at home, they can contain some of the same content. So, how do we tell the difference and how can this help your child?

The Assignment

So, your child has come home brandishing an assignment task sheet. What does this mean exactly? An assignment is all in the name; it is the act of assigning. It is an allocation of a task or set of tasks that are marked and graded for the report card (but does not have to be). The purpose of an assignment is to give your child a more comprehensive understanding of the topic being studied and can include questions, long-form writing tasks or a more tactile and interactive activity. An assignment is usually completed at home and submitted to the school after a certain period.

The Assessment

An assessment may not come in a much different form to the assignment, but they are usually considered more important. This is because an assessment is the act of assessing the progress of your child. The assessment may be a take-home task, an exam/test, speech or something more hands-on. An assessment can be both in-class or at home. Usually, your child will get an assessment notification that is given approximately 2 weeks before the assessment is due. Particularly for Year 12s, assessments are incredibly important as they contribute to their overall internal mark.

Why It Is Important To Know The Difference

With this information, you are now able to help your child prioritise their work. Although the tasks given can look similar, knowing the weighted importance of both can help you help them to plan out when they will complete these tasks.

If you or your child require further assistance in completing schoolwork, visit www.fsedu.com.au where you can be provided personalised, one-on-one education with an experienced, dedicated teacher with an in-depth understanding of the Australian curriculum.

Written by Ben Maher - Founder and Director of Education at Full Spectrum Education

Related Articles

-ACTIVATE - Ali Brigginshaw

Great Results!

Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned. 

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category. 

Written Assignments:

• Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
• Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
• Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
• Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
• Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
• Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
• Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
• Laboratory or Field Notes:  Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
• Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
• Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above. 
• Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
• Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
• Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
• Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
• Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
• Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
• Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
• Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
• Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
• Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
• Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
• "Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
• Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
• Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
• Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
• Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
• Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
• Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
• Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

• Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
• Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
• Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
• Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
• Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
• Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
• Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
• Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
• Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
• ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."  

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

• Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
• Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
• News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
• Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
• Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

• Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
• Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
• Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
• Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
• Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

• Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
• Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
• An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

• Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
• Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
• Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
• Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
• Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
• Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

• Personal Response Systems
• Designing Multiple-Choice Questions
• Aligning Outcomes, Assessments, and Instruction

Other Resources

• Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

Catalog search

Teaching tip categories.

• Assessment and feedback
• Blended Learning and Educational Technologies
• Career Development
• Course Design
• Course Implementation
• Inclusive Teaching and Learning
• Learning activities
• Support for Student Learning
• Support for TAs
• Assessment and feedback ,

Getting Started

What is Progress Learning?

Teacher Quick Start Guide

How do I log in and manage my teacher account?

How do I use the Resource Center?

How Do I Get Started with My Progress Learning Trial?

Training Options: Become an Expert!

How do I create a class?

What accommodations are available in Progress Learning?

Where can I find Quick Start Guides for Admins, Teachers and Students?

How do I start implementing Progress Learning day-to-day?

How do I introduce Progress Learning to my students?

Classroom Management Tools and Settings

Instructional Resources

Spring Activities With Progress Learning

What Instructional Resources are available in Progress Learning?

How do I use the Bell Ringer feature?

How can I use the Green Dot Challenge™ in my Classroom?

How do I message my students?

How do I access Class Activities?

What are SuperSheets?

Student Data Goal Setting Templates and Intervention Choice Boards

How do teachers and students access Videos?

Beginning of the Year Student Instructional Activities

How can I use Progress Learning for whole group instruction?

Do you have ACT/SAT practice tests?

What is the difference between the Galaxy Star Challenge and the Green Dot challenge?

Implementation and Best Practices

K-12 Bulletin Boards and Alien Ranking Cards

What are the best practices for implementation?

How do I create Shortcuts?

How do I implement the program with K-1 students?

How can I prepare for end of year testing?

Progress Learning School Toggle

Where can I find the new 2023-2024 Alien Ranking Cards?

Where can I find family letters and resources?

How can I use Progress Learning for targeted tutoring in the classroom?

Where can I find a Progress Learning lesson planning template?

How do I encourage summer practice at home with Progress Learning?

How Can I Use Progress Learning for Summer School?

What is skills practice and how do I enable/disable for my students?

Class Center

How do I edit a class?

How do I archive, hide, or delete a class?

How do I add a co-teacher to my class?

How do I add subjects to or remove subjects from my class?

How do I lock/unlock the Game Arcade?

How do I add a student to my class?

How does a secondary student join a class?

Assessments

How do I create an Assessment?

How do I assign state practice assessments?

How do I create a BOY (Beginning-of-year) assessment?

How do I use Live Monitoring?

How do I author a question for an assessment?

How do I create a shared assessment and how can others find it?

How do I assign an assessment?

How do I reset a student's current score for an assessment?

How do I use the "replace question" feature?

What types of diagnostic tests are available in Progress Learning?

How do I share an assessment that has already been created?

How do I see teacher created assessment blueprints?

How do I add "My Authored Questions" to an assessment?

How do I organize my assessments?

What are assessment codes and how do I use them?

What functions are available in the "Action" column of Assessment Bank?

How do I change assessment settings?

What is the difference between an Assessment and an Assignment?

How do I build a passage based test for ELA?

How do I use "Favorite" questions in Progress Learning?

How do I delete an assessment?

Assessment Results and Data

How do I assign quick-click remediation?

How do I see and use the Assessment Comparison Report?

Where can I find the standard code with the assessment export?

How do I find the results of a premium assessment or a state practice test?

Assignments

How do I create an Assignment?

How do I enable multiple attempts on an assignment?

How do I assign and grade a Constructed Response question?

How do I assign a video lesson to my students?

How do I author my own Constructed Response question?

What is the school assignment bank and how do I use it?

How do I see if an assignment is past due?

How do I lock or unlock an assignment or assessment?

How do I add more students to an assignment?

How do I delete an assignment?

Can I preview the questions I assign in the Assignment Builder?

What resources are available for SAT and PSAT?

What is the difference between an Assignment and an Assessment?

How does "retry missed items" work?

Where do I find Premium Assessments and how do I assign them?

How do secondary students access the Game Arcade?

How does a student view their graded work?

How can a teacher log in as a student?

How do my students log in?

How often can students work in their Study Plans?

How do students review their answer choices before submitting a test?

How do secondary students earn tokens in Progress Learning?

How do students earn Galaxy Stars in Progress Learning?

How do elementary students use the games in their practice?

How do students work on weak areas after completing activities?

How do I access a sample student view?

How do elementary students complete Practice Tests in their Study Plan?

How do my students reattempt an assignment?

What are Focus Areas?

What is the Student Scavenger Hunt?

How do students complete Independent Practice in Progress Learning?

School Administrators

How do I create a teacher account?

School Administrators Quick Start Guide

How do I add or remove administrative rights for a user?

How do I add a single student?

How do I disable or lock an account?

How do I import students?

How do I convert a school assessment to a district assessment?

How does a school administrator impersonate a teacher?

How do I restore a deleted account?

How do I delete student accounts?

How do I import teachers?

How can an admin provide login information to teachers?

How do I promote students to the next grade level?

How do school admins create a shared assessment?

How do School Admins create a benchmark or diagnostic assessment?

How do School Administrators view assessment results?

Can I sequester certain questions in Progress Learning?

Standards Alignment & Efficacy

McREL Research Studies

Proven Results and Efficacy Studies

How do I Support Students with SEL (Social Emotional Learning)

Testimonials: What are teachers saying about Progress Learning?

How can Progress Learning be used to support Credit Recovery?

How can Progress Learning help me prepare for the Georgia Milestones?

How much time should students spend in Progress Learning or Liftoff?

How can Progress Learning Support the "Science of Reading"?

Mentoring + Teamwork = Success

How Can I Access the Progress Learning Blog?

How do I help secondary students prepare for college readiness exams?

District Administrators

How do I create and view results for a district assessment?

Where can I find a Quick Start Guide for District Admins?

How do District Admins view Usage Reports by subject?

How do I see progress reports for my district?

How do I view the Session Activity Report for my district?

How do I add a District Admin user to our district account?

Technical Support

What recent features, enhancements, and fixes have been released in Progress Learning?

What will happen to last year's data over the summer?

Why is there a discrepancy between the student's score and my Teacher Grade Book?

What is the data management policy?

Setting up the Canvas Integration with Progress Learning - Canvas Admin

How do I add leading zeros in Excel?

What are the technical requirements for the program?

How do I submit feedback or suggestions?

What should I safelist for the Progress Learning Platform?

How do K-1 students use the auto-read-aloud feature on iPads?

How do I clear the cache & cookies in Chrome?

How do I setup Easy Access for Students on an iPad?

Subscription Information

How do I request a quote to renew or add to my subscription?

How do I submit a purchase order?

How can I pay with a credit card?

How do I view my subscriptions and renewal dates?

How can I request a trial for additional subjects?

Integrations

How do I roster my classes with Clever or Classlink?

How can I update Google Permissions for the Progress Learning App?

How do I add existing assignments to Google Classroom?

How do I give an assignment with Canvas?

How do I give an assignment with Google Classroom?

How to Integrate Progress Learning with Canvas

Summer Rostering FAQs

Clever & Classlink FAQs

How do I integrate Progress Learning with Google Classroom?

How do I introduce my students to Liftoff?

What is Liftoff?

How do I enable Liftoff for high school students?

How do my students get started with Liftoff?

What is the purpose of Liftoff Diagnostics?

How do I use reports for NWEA and Liftoff?

How does Liftoff integrate with NWEA MAP?

How does a school admin complete the NWEA mapping process?

Do I need to re-sync mid-year NWEA results with Liftoff?

How do I view student progress in Liftoff?

How do I sign up for Liftoff training?

How do I monitor student usage in Liftoff?

Where do I find Liftoff reports?

What is the Liftoff Class Summary Report?

How do students graduate from Liftoff?

How do I see how many galaxy stars my students have earned in Liftoff?

How do I see what my students have done in Liftoff?

How do students earn galaxy stars in Liftoff?

How do I assign accommodations in Liftoff?

Liftoff Student Data Trackers

What is the Liftoff Scavenger Hunt?

How do I enable Liftoff for students?

Progress Monitoring and Reporting

What types of reports are available in Progress Learning?

Where can I find a student data tracker?

TX House Bill 1416 (Previously HB 4545)

How does a teacher view assessment results?

Green Dot Challenge for all Leveled Learners

How do I access and use my teacher progress report?

How do I see alien rankings and galaxy stars for each of my students?

How do I print student progress reports?

How do I view diagnostic results?

How do I print assessment results?

How do I view the Assessments Result Report?

How do I view Quick Click Remediation assignments and results?

How do I find and use Item Analysis?

Where do I view my students' session activity?

How do I view and use my gradebook?

How do I export results from the diagnostics?

How do I export results from the grade book?

How do I view usage by subject?

Where can I find the Student Report Card?

How is the student dot rank calculated?

How does Progress Learning support Tennessee House Bill 7004?

How do I view Class Results?

How do I see if students are active in the platform?

How do I watch previously recorded trainings and special topic webinars?

What are the Special Topic Webinars of the Month?

Accommodations and Accessibility

What accessibility tools are available for students?

How do students use the English/Spanish Toggle translation feature for practice?

How do I view questions in Spanish when building an assessment?

All Categories ​>​ ​Assessments ​>​ What is the difference between an Assessment and an Assignment?

How did we do?

Center for Teaching

Assessing student learning.

Forms and Purposes of Student Assessment

Assessment is more than grading, assessment plans, methods of student assessment, generative and reflective assessment, teaching guides related to student assessment, references and additional resources.

Student assessment is, arguably, the centerpiece of the teaching and learning process and therefore the subject of much discussion in the scholarship of teaching and learning. Without some method of obtaining and analyzing evidence of student learning, we can never know whether our teaching is making a difference. That is, teaching requires some process through which we can come to know whether students are developing the desired knowledge and skills, and therefore whether our instruction is effective. Learning assessment is like a magnifying glass we hold up to students’ learning to discern whether the teaching and learning process is functioning well or is in need of change.

To provide an overview of learning assessment, this teaching guide has several goals, 1) to define student learning assessment and why it is important, 2) to discuss several approaches that may help to guide and refine student assessment, 3) to address various methods of student assessment, including the test and the essay, and 4) to offer several resources for further research. In addition, you may find helfpul this five-part video series on assessment that was part of the Center for Teaching’s Online Course Design Institute.

What is student assessment and why is it Important?

In their handbook for course-based review and assessment, Martha L. A. Stassen et al. define assessment as “the systematic collection and analysis of information to improve student learning” (2001, p. 5). An intentional and thorough assessment of student learning is vital because it provides useful feedback to both instructors and students about the extent to which students are successfully meeting learning objectives. In their book Understanding by Design , Grant Wiggins and Jay McTighe offer a framework for classroom instruction — “Backward Design”— that emphasizes the critical role of assessment. For Wiggins and McTighe, assessment enables instructors to determine the metrics of measurement for student understanding of and proficiency in course goals. Assessment provides the evidence needed to document and validate that meaningful learning has occurred (2005, p. 18). Their approach “encourages teachers and curriculum planners to first ‘think like an assessor’ before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings” (Wiggins and McTighe, 2005, p. 18). [1]

Not only does effective assessment provide us with valuable information to support student growth, but it also enables critically reflective teaching. Stephen Brookfield, in Becoming a Critically Reflective Teacher, argues that critical reflection on one’s teaching is an essential part of developing as an educator and enhancing the learning experience of students (1995). Critical reflection on one’s teaching has a multitude of benefits for instructors, including the intentional and meaningful development of one’s teaching philosophy and practices. According to Brookfield, referencing higher education faculty, “A critically reflective teacher is much better placed to communicate to colleagues and students (as well as to herself) the rationale behind her practice. She works from a position of informed commitment” (Brookfield, 1995, p. 17). One important lens through which we may reflect on our teaching is our student evaluations and student learning assessments. This reflection allows educators to determine where their teaching has been effective in meeting learning goals and where it has not, allowing for improvements. Student assessment, then, both develop the rationale for pedagogical choices, and enables teachers to measure the effectiveness of their teaching.

The scholarship of teaching and learning discusses two general forms of assessment. The first, summative assessment , is one that is implemented at the end of the course of study, for example via comprehensive final exams or papers. Its primary purpose is to produce an evaluation that “sums up” student learning. Summative assessment is comprehensive in nature and is fundamentally concerned with learning outcomes. While summative assessment is often useful for communicating final evaluations of student achievement, it does so without providing opportunities for students to reflect on their progress, alter their learning, and demonstrate growth or improvement; nor does it allow instructors to modify their teaching strategies before student learning in a course has concluded (Maki, 2002).

The second form, formative assessment , involves the evaluation of student learning at intermediate points before any summative form. Its fundamental purpose is to help students during the learning process by enabling them to reflect on their challenges and growth so they may improve. By analyzing students’ performance through formative assessment and sharing the results with them, instructors help students to “understand their strengths and weaknesses and to reflect on how they need to improve over the course of their remaining studies” (Maki, 2002, p. 11). Pat Hutchings refers to as “assessment behind outcomes”: “the promise of assessment—mandated or otherwise—is improved student learning, and improvement requires attention not only to final results but also to how results occur. Assessment behind outcomes means looking more carefully at the process and conditions that lead to the learning we care about…” (Hutchings, 1992, p. 6, original emphasis). Formative assessment includes all manner of coursework with feedback, discussions between instructors and students, and end-of-unit examinations that provide an opportunity for students to identify important areas for necessary growth and development for themselves (Brown and Knight, 1994).

It is important to recognize that both summative and formative assessment indicate the purpose of assessment, not the method . Different methods of assessment (discussed below) can either be summative or formative depending on when and how the instructor implements them. Sally Brown and Peter Knight in Assessing Learners in Higher Education caution against a conflation of the method (e.g., an essay) with the goal (formative or summative): “Often the mistake is made of assuming that it is the method which is summative or formative, and not the purpose. This, we suggest, is a serious mistake because it turns the assessor’s attention away from the crucial issue of feedback” (1994, p. 17). If an instructor believes that a particular method is formative, but he or she does not take the requisite time or effort to provide extensive feedback to students, the assessment effectively functions as a summative assessment despite the instructor’s intentions (Brown and Knight, 1994). Indeed, feedback and discussion are critical factors that distinguish between formative and summative assessment; formative assessment is only as good as the feedback that accompanies it.

It is not uncommon to conflate assessment with grading, but this would be a mistake. Student assessment is more than just grading. Assessment links student performance to specific learning objectives in order to provide useful information to students and instructors about learning and teaching, respectively. Grading, on the other hand, according to Stassen et al. (2001) merely involves affixing a number or letter to an assignment, giving students only the most minimal indication of their performance relative to a set of criteria or to their peers: “Because grades don’t tell you about student performance on individual (or specific) learning goals or outcomes, they provide little information on the overall success of your course in helping students to attain the specific and distinct learning objectives of interest” (Stassen et al., 2001, p. 6). Grades are only the broadest of indicators of achievement or status, and as such do not provide very meaningful information about students’ learning of knowledge or skills, how they have developed, and what may yet improve. Unfortunately, despite the limited information grades provide students about their learning, grades do provide students with significant indicators of their status – their academic rank, their credits towards graduation, their post-graduation opportunities, their eligibility for grants and aid, etc. – which can distract students from the primary goal of assessment: learning. Indeed, shifting the focus of assessment away from grades and towards more meaningful understandings of intellectual growth can encourage students (as well as instructors and institutions) to attend to the primary goal of education.

Barbara Walvoord (2010) argues that assessment is more likely to be successful if there is a clear plan, whether one is assessing learning in a course or in an entire curriculum (see also Gelmon, Holland, and Spring, 2018). Without some intentional and careful plan, assessment can fall prey to unclear goals, vague criteria, limited communication of criteria or feedback, invalid or unreliable assessments, unfairness in student evaluations, or insufficient or even unmeasured learning. There are several steps in this planning process.

• Defining learning goals. An assessment plan usually begins with a clearly articulated set of learning goals.
• Defining assessment methods. Once goals are clear, an instructor must decide on what evidence – assignment(s) – will best reveal whether students are meeting the goals. We discuss several common methods below, but these need not be limited by anything but the learning goals and the teaching context.
• Developing the assessment. The next step would be to formulate clear formats, prompts, and performance criteria that ensure students can prepare effectively and provide valid, reliable evidence of their learning.
• Integrating assessment with other course elements. Then the remainder of the course design process can be completed. In both integrated (Fink 2013) and backward course design models (Wiggins & McTighe 2005), the primary assessment methods, once chosen, become the basis for other smaller reading and skill-building assignments as well as daily learning experiences such as lectures, discussions, and other activities that will prepare students for their best effort in the assessments.
• Communicate about the assessment. Once the course has begun, it is possible and necessary to communicate the assignment and its performance criteria to students. This communication may take many and preferably multiple forms to ensure student clarity and preparation, including assignment overviews in the syllabus, handouts with prompts and assessment criteria, rubrics with learning goals, model assignments (e.g., papers), in-class discussions, and collaborative decision-making about prompts or criteria, among others.
• Administer the assessment. Instructors then can implement the assessment at the appropriate time, collecting evidence of student learning – e.g., receiving papers or administering tests.
• Analyze the results. Analysis of the results can take various forms – from reading essays to computer-assisted test scoring – but always involves comparing student work to the performance criteria and the relevant scholarly research from the field(s).
• Communicate the results. Instructors then compose an assessment complete with areas of strength and improvement, and communicate it to students along with grades (if the assignment is graded), hopefully within a reasonable time frame. This also is the time to determine whether the assessment was valid and reliable, and if not, how to communicate this to students and adjust feedback and grades fairly. For instance, were the test or essay questions confusing, yielding invalid and unreliable assessments of student knowledge.
• Reflect and revise. Once the assessment is complete, instructors and students can develop learning plans for the remainder of the course so as to ensure improvements, and the assignment may be changed for future courses, as necessary.

Let’s see how this might work in practice through an example. An instructor in a Political Science course on American Environmental Policy may have a learning goal (among others) of students understanding the historical precursors of various environmental policies and how these both enabled and constrained the resulting legislation and its impacts on environmental conservation and health. The instructor therefore decides that the course will be organized around a series of short papers that will combine to make a thorough policy report, one that will also be the subject of student presentations and discussions in the last third of the course. Each student will write about an American environmental policy of their choice, with a first paper addressing its historical precursors, a second focused on the process of policy formation, and a third analyzing the extent of its impacts on environmental conservation or health. This will help students to meet the content knowledge goals of the course, in addition to its goals of improving students’ research, writing, and oral presentation skills. The instructor then develops the prompts, guidelines, and performance criteria that will be used to assess student skills, in addition to other course elements to best prepare them for this work – e.g., scaffolded units with quizzes, readings, lectures, debates, and other activities. Once the course has begun, the instructor communicates with the students about the learning goals, the assignments, and the criteria used to assess them, giving them the necessary context (goals, assessment plan) in the syllabus, handouts on the policy papers, rubrics with assessment criteria, model papers (if possible), and discussions with them as they need to prepare. The instructor then collects the papers at the appropriate due dates, assesses their conceptual and writing quality against the criteria and field’s scholarship, and then provides written feedback and grades in a manner that is reasonably prompt and sufficiently thorough for students to make improvements. Then the instructor can make determinations about whether the assessment method was effective and what changes might be necessary.

Assessment can vary widely from informal checks on understanding, to quizzes, to blogs, to essays, and to elaborate performance tasks such as written or audiovisual projects (Wiggins & McTighe, 2005). Below are a few common methods of assessment identified by Brown and Knight (1994) that are important to consider.

According to Euan S. Henderson, essays make two important contributions to learning and assessment: the development of skills and the cultivation of a learning style (1980). The American Association of Colleges & Universities (AAC&U) also has found that intensive writing is a “high impact” teaching practice likely to help students in their engagement, learning, and academic attainment (Kuh 2008).

Things to Keep in Mind about Essays

• Essays are a common form of writing assignment in courses and can be either a summative or formative form of assessment depending on how the instructor utilizes them.
• Essays encompass a wide array of narrative forms and lengths, from short descriptive essays to long analytical or creative ones. Shorter essays are often best suited to assess student’s understanding of threshold concepts and discrete analytical or writing skills, while longer essays afford assessments of higher order concepts and more complex learning goals, such as rigorous analysis, synthetic writing, problem solving, or creative tasks.
• A common challenge of the essay is that students can use them simply to regurgitate rather than analyze and synthesize information to make arguments. Students need performance criteria and prompts that urge them to go beyond mere memorization and comprehension, but encourage the highest levels of learning on Bloom’s Taxonomy . This may open the possibility for essay assignments that go beyond the common summary or descriptive essay on a given topic, but demand, for example, narrative or persuasive essays or more creative projects.
• Instructors commonly assume that students know how to write essays and can encounter disappointment or frustration when they discover that this is sometimes not the case. For this reason, it is important for instructors to make their expectations clear and be prepared to assist, or provide students to resources that will enhance their writing skills. Faculty may also encourage students to attend writing workshops at university writing centers, such as Vanderbilt University’s Writing Studio .

Exams and time-constrained, individual assessment

Examinations have traditionally been a gold standard of assessment, particularly in post-secondary education. Many educators prefer them because they can be highly effective, they can be standardized, they are easily integrated into disciplines with certification standards, and they are efficient to implement since they can allow for less labor-intensive feedback and grading. They can involve multiple forms of questions, be of varying lengths, and can be used to assess multiple levels of student learning. Like essays they can be summative or formative forms of assessment.

Things to Keep in Mind about Exams

• Exams typically focus on the assessment of students’ knowledge of facts, figures, and other discrete information crucial to a course. While they can involve questioning that demands students to engage in higher order demonstrations of comprehension, problem solving, analysis, synthesis, critique, and even creativity, such exams often require more time to prepare and validate.
• Exam questions can be multiple choice, true/false, or other discrete answer formats, or they can be essay or problem-solving. For more on how to write good multiple choice questions, see this guide .
• Exams can make significant demands on students’ factual knowledge and therefore can have the side-effect of encouraging cramming and surface learning. Further, when exams are offered infrequently, or when they have high stakes by virtue of their heavy weighting in course grade schemes or in student goals, they may accompany violations of academic integrity.
• In the process of designing an exam, instructors should consider the following questions. What are the learning objectives that the exam seeks to evaluate? Have students been adequately prepared to meet exam expectations? What are the skills and abilities that students need to do well on the exam? How will this exam be utilized to enhance the student learning process?

Self-Assessment

The goal of implementing self-assessment in a course is to enable students to develop their own judgment and the capacities for critical meta-cognition – to learn how to learn. In self-assessment students are expected to assess both the processes and products of their learning. While the assessment of the product is often the task of the instructor, implementing student self-assessment in the classroom ensures students evaluate their performance and the process of learning that led to it. Self-assessment thus provides a sense of student ownership of their learning and can lead to greater investment and engagement. It also enables students to develop transferable skills in other areas of learning that involve group projects and teamwork, critical thinking and problem-solving, as well as leadership roles in the teaching and learning process with their peers.

Things to Keep in Mind about Self-Assessment

• Self-assessment is not self-grading. According to Brown and Knight, “Self-assessment involves the use of evaluative processes in which judgement is involved, where self-grading is the marking of one’s own work against a set of criteria and potential outcomes provided by a third person, usually the [instructor]” (1994, p. 52). Self-assessment can involve self-grading, but instructors of record retain the final authority to determine and assign grades.
• To accurately and thoroughly self-assess, students require clear learning goals for the assignment in question, as well as rubrics that clarify different performance criteria and levels of achievement for each. These rubrics may be instructor-designed, or they may be fashioned through a collaborative dialogue with students. Rubrics need not include any grade assignation, but merely descriptive academic standards for different criteria.
• Students may not have the expertise to assess themselves thoroughly, so it is helpful to build students’ capacities for self-evaluation, and it is important that they always be supplemented with faculty assessments.
• Students may initially resist instructor attempts to involve themselves in the assessment process. This is usually due to insecurities or lack of confidence in their ability to objectively evaluate their own work, or possibly because of habituation to more passive roles in the learning process. Brown and Knight note, however, that when students are asked to evaluate their work, frequently student-determined outcomes are very similar to those of instructors, particularly when the criteria and expectations have been made explicit in advance (1994).
• Methods of self-assessment vary widely and can be as unique as the instructor or the course. Common forms of self-assessment involve written or oral reflection on a student’s own work, including portfolio, logs, instructor-student interviews, learner diaries and dialog journals, post-test reflections, and the like.

Peer Assessment

Peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and, in return, have their own work evaluated as well. This dimension of assessment is significantly grounded in theoretical approaches to active learning and adult learning . Like self-assessment, peer assessment gives learners ownership of learning and focuses on the process of learning as students are able to “share with one another the experiences that they have undertaken” (Brown and Knight, 1994, p. 52).  However, it also provides students with other models of performance (e.g., different styles or narrative forms of writing), as well as the opportunity to teach, which can enable greater preparation, reflection, and meta-cognitive organization.

Things to Keep in Mind about Peer Assessment

• Similar to self-assessment, students benefit from clear and specific learning goals and rubrics. Again, these may be instructor-defined or determined through collaborative dialogue.
• Also similar to self-assessment, it is important to not conflate peer assessment and peer grading, since grading authority is retained by the instructor of record.
• While student peer assessments are most often fair and accurate, they sometimes can be subject to bias. In competitive educational contexts, for example when students are graded normatively (“on a curve”), students can be biased or potentially game their peer assessments, giving their fellow students unmerited low evaluations. Conversely, in more cooperative teaching environments or in cases when they are friends with their peers, students may provide overly favorable evaluations. Also, other biases associated with identity (e.g., race, gender, or class) and personality differences can shape student assessments in unfair ways. Therefore, it is important for instructors to encourage fairness, to establish processes based on clear evidence and identifiable criteria, and to provide instructor assessments as accompaniments or correctives to peer evaluations.
• Students may not have the disciplinary expertise or assessment experience of the instructor, and therefore can issue unsophisticated judgments of their peers. Therefore, to avoid unfairness, inaccuracy, and limited comments, formative peer assessments may need to be supplemented with instructor feedback.

As Brown and Knight assert, utilizing multiple methods of assessment, including more than one assessor when possible, improves the reliability of the assessment data. It also ensures that students with diverse aptitudes and abilities can be assessed accurately and have equal opportunities to excel. However, a primary challenge to the multiple methods approach is how to weigh the scores produced by multiple methods of assessment. When particular methods produce higher range of marks than others, instructors can potentially misinterpret and mis-evaluate student learning. Ultimately, they caution that, when multiple methods produce different messages about the same student, instructors should be mindful that the methods are likely assessing different forms of achievement (Brown and Knight, 1994).

These are only a few of the many forms of assessment that one might use to evaluate and enhance student learning (see also ideas present in Brown and Knight, 1994). To this list of assessment forms and methods we may add many more that encourage students to produce anything from research papers to films, theatrical productions to travel logs, op-eds to photo essays, manifestos to short stories. The limits of what may be assigned as a form of assessment is as varied as the subjects and skills we seek to empower in our students. Vanderbilt’s Center for Teaching has an ever-expanding array of guides on creative models of assessment that are present below, so please visit them to learn more about other assessment innovations and subjects.

Whatever plan and method you use, assessment often begins with an intentional clarification of the values that drive it. While many in higher education may argue that values do not have a role in assessment, we contend that values (for example, rigor) always motivate and shape even the most objective of learning assessments. Therefore, as in other aspects of assessment planning, it is helpful to be intentional and critically reflective about what values animate your teaching and the learning assessments it requires. There are many values that may direct learning assessment, but common ones include rigor, generativity, practicability, co-creativity, and full participation (Bandy et al., 2018). What do these characteristics mean in practice?

Rigor. In the context of learning assessment, rigor means aligning our methods with the goals we have for students, principles of validity and reliability, ethics of fairness and doing no harm, critical examinations of the meaning we make from the results, and good faith efforts to improve teaching and learning. In short, rigor suggests understanding learning assessment as we would any other form of intentional, thoroughgoing, critical, and ethical inquiry.

Generativity. Learning assessments may be most effective when they create conditions for the emergence of new knowledge and practice, including student learning and skill development, as well as instructor pedagogy and teaching methods. Generativity opens up rather than closes down possibilities for discovery, reflection, growth, and transformation.

Practicability. Practicability recommends that learning assessment be grounded in the realities of the world as it is, fitting within the boundaries of both instructor’s and students’ time and labor. While this may, at times, advise a method of learning assessment that seems to conflict with the other values, we believe that assessment fails to be rigorous, generative, participatory, or co-creative if it is not feasible and manageable for instructors and students.

Full Participation. Assessments should be equally accessible to, and encouraging of, learning for all students, empowering all to thrive regardless of identity or background. This requires multiple and varied methods of assessment that are inclusive of diverse identities – racial, ethnic, national, linguistic, gendered, sexual, class, etcetera – and their varied perspectives, skills, and cultures of learning.

Co-creation. As alluded to above regarding self- and peer-assessment, co-creative approaches empower students to become subjects of, not just objects of, learning assessment. That is, learning assessments may be more effective and generative when assessment is done with, not just for or to, students. This is consistent with feminist, social, and community engagement pedagogies, in which values of co-creation encourage us to critically interrogate and break down hierarchies between knowledge producers (traditionally, instructors) and consumers (traditionally, students) (e.g., Saltmarsh, Hartley, & Clayton, 2009, p. 10; Weimer, 2013). In co-creative approaches, students’ involvement enhances the meaningfulness, engagement, motivation, and meta-cognitive reflection of assessments, yielding greater learning (Bass & Elmendorf, 2019). The principle of students being co-creators of their own education is what motivates the course design and professional development work Vanderbilt University’s Center for Teaching has organized around the Students as Producers theme.

Below is a list of other CFT teaching guides that supplement this one and may be of assistance as you consider all of the factors that shape your assessment plan.

• Active Learning
• An Introduction to Lecturing
• Beyond the Essay: Making Student Thinking Visible in the Humanities
• Bloom’s Taxonomy
• Classroom Assessment Techniques (CATs)
• Classroom Response Systems
• How People Learn
• Service-Learning and Community Engagement
• Syllabus Construction
• Teaching with Blogs
• Test-Enhanced Learning
• Assessing Student Learning (a five-part video series for the CFT’s Online Course Design Institute)

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers . 2 nd edition. San Francisco: Jossey-Bass, 1993. Print.

Bandy, Joe, Mary Price, Patti Clayton, Julia Metzker, Georgia Nigro, Sarah Stanlick, Stephani Etheridge Woodson, Anna Bartel, & Sylvia Gale. Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement . Davis, CA: Imagining America, 2018. Web.

Bass, Randy and Heidi Elmendorf. 2019. “ Designing for Difficulty: Social Pedagogies as a Framework for Course Design .” Social Pedagogies: Teagle Foundation White Paper. Georgetown University, 2019. Web.

Brookfield, Stephen D. Becoming a Critically Reflective Teacher . San Francisco: Jossey-Bass, 1995. Print

Brown, Sally, and Peter Knight. Assessing Learners in Higher Education . 1 edition. London ;Philadelphia: Routledge, 1998. Print.

Cameron, Jeanne et al. “Assessment as Critical Praxis: A Community College Experience.” Teaching Sociology 30.4 (2002): 414–429. JSTOR . Web.

Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Second Edition. San Francisco, CA: Jossey-Bass, 2013. Print.

Gibbs, Graham and Claire Simpson. “Conditions under which Assessment Supports Student Learning. Learning and Teaching in Higher Education 1 (2004): 3-31. Print.

Henderson, Euan S. “The Essay in Continuous Assessment.” Studies in Higher Education 5.2 (1980): 197–203. Taylor and Francis+NEJM . Web.

Gelmon, Sherril B., Barbara Holland, and Amy Spring. Assessing Service-Learning and Civic Engagement: Principles and Techniques. Second Edition . Stylus, 2018. Print.

Kuh, George. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter , American Association of Colleges & Universities, 2008. Web.

Maki, Peggy L. “Developing an Assessment Plan to Learn about Student Learning.” The Journal of Academic Librarianship 28.1 (2002): 8–13. ScienceDirect . Web. The Journal of Academic Librarianship. Print.

Sharkey, Stephen, and William S. Johnson. Assessing Undergraduate Learning in Sociology . ASA Teaching Resource Center, 1992. Print.

Walvoord, Barbara. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Second Edition . San Francisco, CA: Jossey-Bass, 2010. Print.

Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Second Edition . San Francisco, CA: Jossey-Bass, 2013. Print.

Wiggins, Grant, and Jay McTighe. Understanding By Design . 2nd Expanded edition. Alexandria,

VA: Assn. for Supervision & Curriculum Development, 2005. Print.

[1] For more on Wiggins and McTighe’s “Backward Design” model, see our teaching guide here .

Photo credit

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

Ohio State nav bar

The Ohio State University

• BuckeyeLink
• Find People
• Search Ohio State

Designing Assessments of Student Learning

Image Hollie Nyseth Brehm, ​​​​​Associate Professor, Department of Sociology  Professor Hollie Nyseth Brehm was a graduate student the first time she taught a class, “I didn’t have any training on how to teach, so I assigned a final paper and gave them instructions: ‘Turn it in at the end of course.’ That was sort of it.” Brehm didn’t have a rubric or a process to check in with students along the way. Needless to say, the assignment didn’t lead to any major breakthroughs for her students. But it was a learning experience for Brehm. As she grew her teaching skills, she began to carefully craft assignments to align to course goals, make tasks realistic and meaningful, and break down large assignments into manageable steps. "Now I always have rubrics. … I always scaffold the assignment such that they’ll start by giving me their paper topic and a couple of sources and then turn in a smaller portion of it, and we write it in pieces. And that leads to a much better learning experience for them—and also for me, frankly, when I turn to grade it .”

Reflect  

Have you ever planned a big assignment that didn’t turn out as you’d hoped? What did you learn, and how would you design that assignment differently now? 

What are students learning in your class? Are they meeting your learning outcomes? You simply cannot answer these questions without assessment of some kind.

As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and practice. Assessing skills in varied ways helps you adjust your teaching throughout your course to support student learning

Research tells us that our methods of assessment don’t only measure how much students have learned. They also play an important role in the learning process. A phenomenon known as the “testing effect” suggests students learn more from repeated testing than from repeated exposure to the material they are trying to learn (Karpicke & Roediger, 2008). While exposure to material, such as during lecture or study, helps students store new information, it’s crucial that students actively practice retrieving that information and putting it to use. Frequent assessment throughout a course provides students with the practice opportunities that are essential to learning.

In addition we can’t assume students can transfer what they have practiced in one context to a different context. Successful transfer of learning requires understanding of deep, structural features and patterns that novices to a subject are still developing (Barnett & Ceci, 2002; Bransford & Schwartz, 1999). If we want students to be able to apply their learning in a wide variety of contexts, they must practice what they’re learning in a wide variety of contexts .

Providing a variety of assessment types gives students multiple opportunities to practice and demonstrate learning. One way to categorize the range of assessment options is as formative or summative.

Formative and Summative Assessment

Opportunities not simply to practice, but to receive feedback on that practice, are crucial to learning (Ambrose et al., 2010). Formative assessment facilitates student learning by providing frequent low-stakes practice coupled with immediate and focused feedback. Whether graded or ungraded, formative assessment helps you monitor student progress and guide students to understand which outcomes they’ve mastered, which they need to focus on, and what strategies can support their learning. Formative assessment also informs how you modify your teaching to better meet student needs throughout your course.

Technology Tip

Design quizzes in CarmenCanvas to provide immediate and useful feedback to students based on their answers. Learn more about setting up quizzes in Carmen. 

Summative assessment measures student learning by comparing it to a standard. Usually these types of assessments evaluate a range of skills or overall performance at the end of a unit, module, or course. Unlike formative assessment, they tend to focus more on product than process. These high-stakes experiences are typically graded and should be less frequent (Ambrose et al., 2010).

Using Bloom's Taxonomy

Bloom’s Taxonomy is a common framework for thinking about how students can demonstrate their learning on assessments, as well as for articulating course and lesson learning outcomes .

Benjamin Bloom (alongside collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl) published Taxonomy of Educational Objectives in 1956.   The taxonomy provided a system for categorizing educational goals with the intent of aiding educators with assessment. Commonly known as Bloom’s Taxonomy, the framework has been widely used to guide and define instruction in both K-12 and university settings. The original taxonomy from 1956 included a cognitive domain made up of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. 

A revised Bloom's Taxonomy from 2001 updated these six categories to reflect how learners interact with knowledge. In the revised version, students can:  Remember content, Understand ideas, Apply information to new situations, Analyze relationships between ideas, Evaluate information to justify perspectives or decisions, and Create new ideas or original work. In the graphic pictured here, the categories from the revised taxonomy are imagined as the layers of a cake.

Assessing students on a variety of Bloom's categories will give you a better sense of how well they understand your course content. The taxonomy can be a helpful guide to predicting which tasks will be most difficult for students so you can provide extra support where it is needed. It can also be used to craft more transparent assignments and test questions by honing in on the specific skills you want to assess and finding the right language to communicate exactly what you want students to do.  See the Sample Bloom's Verbs in the Examples section below.

Diving deeper into Bloom's Taxonomy

Like most aspects of our lives, activities and assessments in today’s classroom are inextricably linked with technology. In 2008, Andrew Churches extended Bloom’s Taxonomy to address the emerging changes in learning behaviors and opportunities as “technology advances and becomes more ubiquitous.” Consult Bloom’s Digital Taxonomy for ideas on using digital tools to facilitate and assess learning across the six categories of learning.

Did you know that the cognitive domain (commonly referred to simply as Bloom's Taxonomy) was only one of three domains in the original Bloom's Taxonomy (1956)? While it is certainly the most well-known and widely used, the other two domains— psychomotor and affective —may be of interest to some educators. The psychomotor domain relates to physical movement, coordination, and motor skills—it might apply to the performing arts or other courses that involve movement, manipulation of objects, and non-discursive communication like body language. The affective domain pertains to feelings, values, motivations, and attitudes and is used more often in disciplines like medicine, social work, and education, where emotions and values are integral aspects of learning. Explore the full taxonomy in  Three Domains of Learning: Cognitive, Affective, and Psychomotor (Hoque, 2017).

In Practice

Consider the following to make your assessments of student learning effective and meaningful.

Align assignments, quizzes, and tests closely to learning outcomes.

It goes without saying that you want students to achieve the learning outcomes for your course. The testing effect implies, then, that your assessments must help them retrieve the knowledge and practice the skills that are relevant to those outcomes.

Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013).

Provide authentic learning experiences.

Consider how far removed from “the real world” traditional assessments like academic essays, standard textbook problems, and multiple-choice exams feel to students. In contrast, assignments that are authentic resemble real-world tasks. They feel relevant and purposeful, which can increase student motivation and engagement (Fink, 2013). Authentic assignments also help you assess whether students will be able to transfer what they learn into realistic contexts beyond your course.

Integrate assessment opportunities that prepare students to be effective and successful once they graduate, whether as professionals, as global citizens, or in their personal lives.

To design authentic assignments:

• Choose real-world content . If you want students to be able to apply disciplinary methods, frameworks, and terminology to solve real-world problems after your course, you must have them engage with real-world examples, procedures, and tools during your course. Include actual case studies, documents, data sets, and problems from your field in your assessments.
• Target a real-world audience . Ask students to direct their work to a tangible reader, listener or viewer, rather than to you. For example, they could write a blog for their peers or create a presentation for a future employer.
• Use real-world formats . Have students develop content in formats used in professional or real-life discourse. For example, instead of a conventional paper, students could write an email to a colleague or a letter to a government official, develop a project proposal or product pitch for a community-based company, post a how-to video on YouTube, or create an infographic to share on social media.

Simulations, role plays, case studies, portfolios, project-based learning, and service learning are all great avenues to bring authentic assessment into your course.

Make sure assignments are achievable.

Your students juggle coursework from several classes, so it’s important to be conscious of workload. Assign tasks they can realistically handle at a given point in the term. If it takes you three hours to do something, it will likely take your students six hours or more. Choose assignments that assess multiple learning outcomes from your course to keep your grading manageable and your feedback useful (Rayner et al., 2016).

Scaffold assignments so students can develop knowledge and skills over time.

For large assignments, use scaffolding to integrate multiple opportunities for feedback, reflection, and improvement. Scaffolding means breaking a complex assignment down into component parts or smaller progressive tasks over time. Practicing these smaller tasks individually before attempting to integrate them into a completed assignment supports student learning by reducing the amount of information they need to process at a given time (Salden et al., 2006).

Scaffolding ensures students will start earlier and spend more time on big assignments. And it provides you more opportunities to give feedback and guidance to support their ultimate success. Additionally, scaffolding can draw students’ attention to important steps in a process that are often overlooked, such as planning and revision, leading them to be more independent and thoughtful about future work.

A familiar example of scaffolding is a research paper. You might ask students to submit a topic or thesis in Week 3 of the semester, an annotated bibliography of sources in Week 6, a detailed outline in Week 9, a first draft on which they can get peer feedback in Week 11, and the final draft in the last week of the semester.

Your course journey is decided in part by how you sequence assignments. Consider where students are in their learning and place assignments at strategic points throughout the term. Scaffold across the course journey by explaining how each assignment builds upon the learning achieved in previous ones (Walvoord & Anderson, 2011). 

Be transparent about assignment instructions and expectations. 

Communicate clearly to students about the purpose of each assignment, the process for completing the task, and the criteria you will use to evaluate it before they begin the work. Studies have shown that transparent assignments support students to meet learning goals and result in especially large increases in success and confidence for underserved students (Winkelmes et al., 2016).

To increase assignment transparency:

• Explain how the assignment links to one or more course learning outcomes . Understanding why the assignment matters and how it supports their learning can increase student motivation and investment in the work.
• Outline steps of the task in the assignment prompt . Clear directions help students structure their time and effort. This is also a chance to call out disciplinary standards with which students are not yet familiar or guide them to focus on steps of the process they often neglect, such as initial research.
• Provide a rubric with straightforward evaluation criteria . Rubrics make transparent which parts of an assignment you care most about. Sharing clear criteria sets students up for success by giving them the tools to self-evaluate and revise their work before submitting it. Be sure to explain your rubric, and particularly to unpack new or vague terms; for example, language like "argue," “close reading,” "list significant findings," and "document" can mean different things in different disciplines. It is helpful to show exemplars and non-exemplars along with your rubric to highlight differences in unacceptable, acceptable, and exceptional work.

Engage students in reflection or discussion to increase assignment transparency. Have them consider how the assessed outcomes connect to their personal lives or future careers. In-class activities that ask them to grade sample assignments and discuss the criteria they used, compare exemplars and non-exemplars, engage in self- or peer-evaluation, or complete steps of the assignment when you are present to give feedback can all support student success.

Technology Tip   

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course. 

Sample Bloom’s Verbs

Building a question bank, using the transparent assignment template, sample assignment: ai-generated lesson plan.

Include frequent low-stakes assignments and assessments throughout your course to provide the opportunities for practice and feedback that are essential to learning. Consider a variety of formative and summative assessment types so students can demonstrate learning in multiple ways. Use Bloom’s Taxonomy to determine—and communicate—the specific skills you want to assess.

Remember that effective assessments of student learning are:

• Aligned to course learning outcomes
• Authentic, or resembling real-world tasks
• Achievable and realistic
• Scaffolded so students can develop knowledge and skills over time
• Transparent in purpose, tasks, and criteria for evaluation
• Collaborative learning techniques: A handbook for college faculty (book)
• Cheating Lessons (book)
• Minds online: Teaching effectively with technology (book)
• Assessment: The Silent Killer of Learning (video)
• TILT Higher Ed Examples and Resource (website)
• Writing to Learn: Critical Thinking Activities for Any Classroom (guide)

Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010).  How learning works: Seven research-based principles for smart teaching . John Wiley & Sons. 

Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer.  Psychological Bulletin , 128 (4). 612–637.  doi.org/10.1037/0033-2909.128.4.612  

Bransford, J.D, & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications.  Review of Research in Education , 24 . 61–100.  doi.org/10.3102/0091732X024001061  

Fink, L. D. (2013).  Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons. 

Karpicke, J.D., & Roediger, H.L., III. (2008). The critical importance of retrieval for learning.  Science ,  319 . 966–968.  doi.org/10.1126/science.1152408  

Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?.  Psychological Science in the Public Interest ,  17 (1), 4-34.  doi.org/10.1177/1529100615623267     

Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills.  Computers in Human Behavior , 22 (3). 321–333.  doi.org/10.1016/j.chb.2004.06.003  

Walvoord, B. E., & Anderson, V. J. (2010).  Effective grading: A tool for learning and assessment in college . John Wiley & Sons. 

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches.  Assessment & Evaluation in Higher Education , 38 (4). 477–491.  doi.org/10.1016/j.chb.2004.06.003  

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success.  Peer Review , 18 (1/2). 31–36. Retrieved from  https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Related Teaching Topics

A positive approach to academic integrity, creating and adapting assignments for online courses, ai teaching strategies: transparent assignment design, designing research or inquiry-based assignments, using backward design to plan your course, universal design for learning: planning with all students in mind, search for resources.

6 Types of Assessment (and How to Use Them)

Written by Maria Kampen

Reviewed by Stephanie McEwan, B.Ed.

Do your students hate assessments?

Make assessments fun and engaging with Prodigy's game-based platform. And guess what? It's completely free for teachers!

• Teacher Resources
• Teaching Strategies

What's the purpose of different types of assessment?

6 types of assessment to use in your classroom, how to create effective assessments, final thoughts about different types of assessment.

How do you use the different  types of assessment  in your classroom to promote student learning?

School closures and remote or hybrid learning environments have posed some challenges for educators, but motivating students to learn and grow remains a constant goal.

Some students have lost a portion of their academic progress. Assessing students in meaningful ways can help motivate and empower them to grow as they become agents of their own learning. 

But testing can contribute to  math anxiety  for many students. Assessments can be difficult to structure properly and time-consuming to grade. And as a teacher, you know that student progress isn't just a number on a report card. 

There’s so much more to assessments than delivering an end-of-unit exam or prepping for a standardized test. Assessments help shape the learning process at all points, and give you insights into student learning. As John Hattie, a professor of education and the director of the Melbourne Education Research Institute at the University of Melbourne, Australia puts it :

The major purpose of assessment in schools should be to provide interpretative information to teachers and school leaders about their impact on students, so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt. So often we use assessment in schools to inform students of their progress and attainment. Of course this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is powerful. And this power is truly maximized when the assessments are timely, informative, and related to what teachers are actually teaching.

Six types of assessments are:

• Diagnostic assessments
• Formative assessments
• Summative assessments
• Ipsative assessments
• Norm-referenced assessments
• Criterion-referenced assessments

Let’s find out how assessments can analyze, support and further learning.

Different types of assessments can help you understand student progress in various ways. This understanding can inform the teaching strategies you use, and may lead to different adaptations.

In your classroom, assessments generally have one of three purposes:

• Assessment  of  learning
• Assessment  for  learning
• Assessment  as  learning

Assessment of learning

You can use assessments to help identify if students are meeting grade-level standards. 

Assessments of learning are usually  grade-based , and can include:

• Final projects
• Standardized tests

They often have a concrete grade attached to them that communicates student achievement to teachers, parents, students, school-level administrators and district leaders. 

Common types of assessment of learning include: 

Assessment for learning

Assessments for learning provide you with a clear snapshot of student learning and understanding  as you teach  -- allowing you to adjust everything from your  classroom management strategies  to your lesson plans as you go. 

Assessments for learning should always be  ongoing and actionable . When you’re creating assessments, keep these key questions in mind:

• What do students still need to know?
• What did students take away from the lesson?
• Did students find this lesson too easy? Too difficult?
• Did my teaching strategies reach students effectively?
• What are students most commonly misunderstanding?
• What did I most want students to learn from this lesson? Did I succeed?

There are lots of ways you can deliver assessments for learning, even in a busy classroom.  We’ll cover some of them soon!

For now, just remember these assessments aren’t only for students -- they’re to provide you with actionable feedback to improve your instruction.

Common types of assessment for learning include formative assessments and diagnostic assessments. 

Assessment as learning

Assessment as learning  actively involves students  in the learning process. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress. 

They can help engage students in the learning process, too! One study "showed that in most cases the students pointed out the target knowledge as the reason for a task to be interesting and engaging, followed by the way the content was dealt with in the classroom."

Another found:

“Students develop an interest in mathematical tasks that they understand, see as relevant to their own concerns, and can manage.  Recent studies of students’ emotional responses to mathematics suggest that both their positive and their negative responses diminish as tasks become familiar and increase when tasks are novel”

Douglas B. McLeod

Some examples of assessment as learning include ipsative assessments, self-assessments and peer assessments.

There’s a time and place for every type of assessment. Keep reading to find creative ways of delivering assessments and understanding your students’ learning process!

1. Diagnostic assessment

Let’s say you’re starting a lesson on two-digit  multiplication . To make sure the unit goes smoothly, you want to know if your students have mastered fact families,  place value  and one-digit multiplication before you move on to more complicated questions.

When you structure  diagnostic assessments  around your lesson,  you’ll get the information you need to understand student knowledge and engage your whole classroom .

Some examples to try include:

• Short quizzes
• Journal entries
• Student interviews
• Student reflections
• Classroom discussions
• Graphic organizers (e.g., mind maps, flow charts, KWL charts)

Diagnostic assessments can also help benchmark student progress. Consider giving the same assessment at the end of the unit so students can see how far they’ve come!

Using Prodigy for diagnostic assessments

One unique way of delivering diagnostic assessments is to use a game-based learning platform that engages your students.

Prodigy’s assessments tool  helps you align the math questions your students see in-game with the lessons you want to cover.

To set up a diagnostic assessment, use your assessments tool to create a  Plan  that guides students through a skill. This adaptive assessment will support students with pre-requisites when they need additional guidance.

Want to give your students a sneak peek at the upcoming lesson?  Learn how Prodigy helps you pre-teach important lessons .

2. Formative assessment

Just because students made it to the end-of-unit test, doesn’t mean they’ve  mastered the topics in the unit .  Formative assessments  help teachers understand student learning while they teach, and provide them with information to adjust their teaching strategies accordingly. 

Meaningful learning involves processing new facts, adjusting assumptions and drawing nuanced conclusions. As researchers  Thomas Romberg and Thomas Carpenter  describe it:

“Current research indicates that acquired knowledge is not simply a collection of concepts and procedural skills filed in long-term memory. Rather, the knowledge is structured by individuals in meaningful ways, which grow and change over time.”

In other words, meaningful learning is like a puzzle — having the pieces is one thing, but knowing how to put it together becomes an engaging process that helps solidify learning.

Formative assessments help you track how student knowledge is growing and changing in your classroom in real-time.  While it requires a bit of a time investment — especially at first — the gains are more than worth it.

A March 2020 study found that providing formal formative assessment evidence such as written feedback and quizzes within or between instructional units helped enhance the effectiveness of formative assessments.

Some examples of formative assessments include:

• Group projects
• Progress reports
• Class discussions
• Entry and exit tickets
• Short, regular quizzes
• Virtual classroom tools like  Socrative  or  Kahoot!

When running formative assessments in your classroom, it’s best to keep them  short, easy to grade and consistent . Introducing students to formative assessments in a low-stakes way can help you benchmark their progress and reduce math anxiety.

Find more engaging formative assessment ideas here!

How Prodigy helps you deliver formative assessments

Prodigy makes it easy to create, deliver and grade formative assessments that help keep your students engaged with the learning process and provide you with actionable data to adjust your lesson plans. 

Use your Prodigy teacher dashboard to create an  Assignment  and make formative assessments easy!

Assignments  assess your students on a particular skill with a set number of questions and can be differentiated for individual students or groups of students.

For more ideas on using Prodigy for formative assessments, read:

• How to use Prodigy for spiral review
• How to use Prodigy as an entry or exit ticket
• How to use Prodigy for formative assessments

3. Summative assessment

Summative assessments  measure student progress as an assessment of learning. Standardized tests are a type of summative assessment and  provide data for you, school leaders and district leaders .

They can assist with communicating student progress, but they don’t always give clear feedback on the learning process and can foster a “teach to the test” mindset if you’re not careful. 

Plus, they’re stressful for teachers. One  Harvard survey  found 60% of teachers said “preparing students to pass mandated standardized tests” “dictates most of” or “substantially affects” their teaching.

Sound familiar?

But just because it’s a summative assessment, doesn’t mean it can’t be engaging for students and useful for your teaching. Try creating assessments that deviate from the standard multiple-choice test, like:

• Recording a podcast
• Writing a script for a short play
• Producing an independent study project

No matter what type of summative assessment you give your students, keep some best practices in mind:

• Keep it real-world relevant where you can
• Make questions clear and instructions easy to follow
• Give a rubric so students know what’s expected of them
• Create your final test after, not before, teaching the lesson
• Try blind grading: don’t look at the name on the assignment before you mark it

Use these summative assessment examples to make them effective and fun for your students!

Preparing students for summative assessments with Prodigy

Did you know you can use Prodigy to prepare your students for summative assessments — and deliver them in-game?

Use  Assignments  to differentiate math practice for each student or send an end-of-unit test to the whole class.

Or use our  Test Prep  tool to understand student progress and help them prepare for standardized tests in an easy, fun way!

See how you can benchmark student progress and prepare for standardized tests with Prodigy.

4. Ipsative assessments

How many of your students get a bad grade on a test and get so discouraged they stop trying? 

Ipsative assessments  are one of the types of assessment  as  learning that  compares previous results with a second try, motivating students to set goals and improve their skills . 

When a student hands in a piece of creative writing, it’s just the first draft. They practice athletic skills and musical talents to improve, but don’t always get the same chance when it comes to other subjects like math. 

A two-stage assessment framework helps students learn from their mistakes and motivates them to do better. Plus, it removes the instant gratification of goals and teaches students learning is a process. 

You can incorporate ipsative assessments into your classroom with:

• A two-stage testing process
• Project-based learning  activities

One study on ipsative learning techniques  found that when it was used with higher education distance learners, it helped motivate students and encouraged them to act on feedback to improve their grades.

In Gwyneth Hughes' book, Ipsative Assessment: Motivation Through Marking Progress , she writes: "Not all learners can be top performers, but all learners can potentially make progress and achieve a personal best. Putting the focus onto learning rather than meeting standards and criteria can also be resource efficient."

While educators might use this type of assessment during pre- and post-test results, they can also use it in reading instruction. Depending on your school's policy, for example, you can record a student reading a book and discussing its contents. Then, at another point in the year, repeat this process. Next, listen to the recordings together and discuss their reading improvements.

What could it look like in your classroom?

5. Norm-referenced assessments

Norm-referenced assessments  are tests designed to compare an individual to a group of their peers, usually based on national standards and occasionally adjusted for age, ethnicity or other demographics.

Unlike ipsative assessments, where the student is only competing against themselves, norm-referenced assessments  draw from a wide range of data points to make conclusions about student achievement.

Types of norm-referenced assessments include:

• Physical assessments
• Standardized college admissions tests like the SAT and GRE

Proponents of norm-referenced assessments point out that they accentuate differences among test-takers and make it easy to analyze large-scale trends. Critics argue they don’t encourage complex thinking and can inadvertently discriminate against low-income students and minorities. 

Norm-referenced assessments are most useful when measuring student achievement to determine:

• Language ability
• Grade readiness
• Physical development
• College admission decisions
• Need for additional learning support

While they’re not usually the type of assessment you deliver in your classroom, chances are you have access to data from past tests that can give you valuable insights into student performance.

6. Criterion-referenced assessments

Criterion-referenced assessments   compare the score of an individual student to a learning standard and performance level,  independent of other students around them. 

In the classroom, this means measuring student performance against grade-level standards and can include end-of-unit or final tests to assess student understanding. 

Outside of the classroom, criterion-referenced assessments appear in professional licensing exams, high school exit exams and citizenship tests, where the student must answer a certain percentage of questions correctly to pass. 

Criterion-referenced assessments are most often compared with norm-referenced assessments. While they’re both considered types of assessments of learning, criterion-referenced assessments don’t measure students against their peers. Instead, each student is graded to provide insight into their strengths and areas for improvement.

You don’t want to use a norm-referenced assessment to figure out where learning gaps in your classroom are, and ipsative assessments aren’t the best for giving your principal a high-level overview of student achievement in your classroom. 

When it comes to your teaching, here are some best practices to help you identify which type of assessment will work and how to structure it, so you and your students get the information you need.

Make a rubric

Students do their best work when they know what’s expected of them and how they’ll be marked. Whether you’re assigning a  cooperative learning  project or an independent study unit, a rubric  communicates clear success criteria to students and helps teachers maintain consistent grading.

Ideally, your rubric should have a detailed breakdown of all the project’s individual parts, what’s required of each group member and an explanation of what different levels of achievement look like.

A well-crafted rubric lets multiple teachers grade the same assignment and arrive at the same score. It’s an important part of assessments for learning and assessments of learning, and teaches students to take responsibility for the quality of their work. 

There are plenty of  online rubric tools  to help you get started -- try one today!

Ask yourself  why  you're giving the assessment

While student grades provide a useful picture of achievement and help you communicate progress to school leaders and parents, the ultimate goal of assessments is to improve student learning. 

Ask yourself questions like:

• What’s my plan for the results?
• Who’s going to use the results, besides me?
• What do I want to learn from this assessment?
• What’s the best way to present the assessment to my students, given what I know about their progress and learning styles?

This helps you effectively prepare students and create an assessment that moves learning forward.

Don't stick with the same types of assessment — mix it up!

End-of-unit assessments are a tried and tested (pun intended) staple in any classroom. But why stop there?

Let’s say you’re teaching a unit on  multiplying fractions . To help you plan your lessons, deliver a diagnostic assessment to find out what students remember from last year. Once you’re sure they understand all the prerequisites, you can start teaching your lessons more effectively. 

After each math class, deliver short exit tickets to find out what students understand and where they still have questions. If you see students struggling, you can re-teach or deliver intervention in small groups during  station rotations . 

When you feel students are prepared, an assessment of learning can be given to them. If students do not meet the success criteria, additional support and scaffolding can be provided to help them improve their understanding of the topic. You can foster a growth mindset by reminding students that mistakes are an important part of learning!

Now your students are masters at multiplying fractions! And when standardized testing season rolls around, you know which of your students need additional support — and where. 

Build your review based on the data you’ve collected through diagnostic, formative, summative and ipsative assessments so they perform well on their standardized tests.

Remember: learning extends well beyond a single score or assessment!

It’s an ongoing process, with plenty of opportunities for students to build a  growth mindset  and develop new skills. 

Prodigy is a fun, digital game-based learning platform used by over 100 million students and 2.5 million teachers. Join today to make delivering assessments and differentiating math learning easy with a free teacher account!

• Our Samples
• Biology Assignment Help
• Biostatistics Assignment Help
• Business Analytics Assignments Help
• Data Science Assignments Help
• Diploma in Childcare Assignment Help
• Do My Programming Assignment
• Economics Homework Help
• Essay assignment writing service
• Geology Homework Help
• Help With University Assignment
• Help With University Assignments
• Information Systems Homework Help
• Management Homework Help
• Marketing Homework Help
• Pay Someone to Do Your Assignment
• Political Science Assignment Help
• Professional Assignment Writers
• Best Psychology Assignment Writing Service 2023
• University Assignment Help
• Law Essay Writer
• Homework Help Website
• Pay Someone To Do Your Homework
• Math Homework Help
• Research Paper Helper
• Book Review Writer

Posted: January 5th, 2022

Difference between Assessment and assignment (With Comparison Table)

An introduction:.

Institutions adopt a unique way of assessing their students’ level, although most of these exams come in the form of an evaluation or an assignment. Both assignment and assessment get task sheets and are usually completed at home and feature part of the same information. Therefore, It may be difficult to tell the difference between assessment and assignment. 

For instance, if your kid has brought home a task sheet for their project. What exactly does this imply? The act of assigning is what an assignment is all about. Report card-related assignments are assigned and graded by the teacher.

To help your child better understand the material being studied, assignments can include anything from short essays to more hands-on activities. Most homework is done outside of school hours and brought in to be graded after it is finished.

However, assessments can look quite like assignments, yet they are given greater weight because of their importance. This is because an assessment is a process of evaluating a student’s progress. A take-home assignment, an exam/test, a speech, or something more practical can all be used as assessment methods.

In-class and at-home assessments are possible. In most cases, your kid will receive an assessment notification roughly two weeks before the test date. In their final year of high school, assessments are critical in determining their total grade.

Are Assessments and assignments the same thing?

Many students get confused about understanding the difference between Assessment and assignment. Students must complete several modules (chunks) of coursework by a specific deadline. To put it another way: Assessments are any type of assignment-related inquiry or activity that is graded.

Most homework is done outside of school hours and brought in to be graded after it is finished. Assessments can look quite like assignments, yet they are given greater weight because of their importance.  This is because an assessment is an act of evaluating your child’s progress.

What is an assignment-based assessment?

For Example, a report, policy draught, or research study may fall under this category. Typically, a marking rubric is provided with assignments to assist evaluators in evaluating project- or assignment-based work.

Furthermore, assignment-based evaluations can help students improve their critical thinking and learning skills by exposing them to fresh viewpoints, helping them solve problems and negotiate challenging situations, and encouraging them to ask the correct questions. Overall, students benefit from the project in terms of their learning ability. 

Assignment-based evaluation has several advantages, including the following:

• Students’ rational reasoning is strengthened due to this program’s cognitive and analytical enhancements. They will be able to work on their creative and problem-solving skills. As a result of assignments, students can try new things while becoming more unusual. Students can be more efficient and adaptable because of it.
• Students become more research-oriented due to extensive research on their assigned topics. They are researching their subject by tossing out many hypotheses in this manner. Students’ practical and thought-provoking abilities at the professional level are enhanced by researching their project experience.
• Enhances knowledge and comprehension of the subject matter – Assignments help students learn about their subject from a technical and practical perspective that they might not otherwise be able to grasp. As a result of their studies, students have a more nuanced understanding of various important concepts and theoretical frameworks.
• Students are encouraged to write their projects as reports and focus on a particular study or situation . As a result, one’s ability to write is improved. Students will express their thoughts and ideas more clearly in the long run.

What do you mean by home assignment?

To understand the difference between Assessment and assignment, it is essential to be well acquainted with both concepts.

An assignment outside of class time is known as a home assignment. For Example, students may be expected to complete a reading assignment , a writing or typing project, a set of math problems, study for a test, or work on other abilities. 

Out-of-class assignments given to kids as extended classroom work are known as homework. Pupils are expected to do their schoolwork at home.

Many instructional purposes can be served by assigning homework. An intellectual discipline creates study habits. It alleviates the time limits on the quantity of curricular information that can be taught in class, and it enhances the work done in school. Additionally, it encourages student initiative, self-reliance, and accountability while bridging the gap between the family and the school.

Homework’s impact is up for debate. In most cases, assigning homework to young students has no positive effect on their academic achievement. Older students, particularly those who score lower on academic tests, may benefit academically from homework. For children and parents alike, homework can be a significant source of stress and cut into time for other activities.

Practice, preparation, and extension are all forms of homework.

• Assignments for practice and homework help reinforce new abilities. If a student has just learned a new approach to solving a mathematical problem, they need to practice independently.
• Preparation assignments/homework assist students prepare for classroom activities. If a topic is going to be covered in class, students may be asked to perform some preparatory study.
• Long-term projects are a common feature of homework and extension assignments. Assignments like science fair projects and term papers necessitate students to apply their prior knowledge.

What is the main Difference Between Assignment and Assessment?

It’s important to note that assignments are scored and evaluated activities. In contrast, assessments determine whether the learners have attained the desired learning outcome or are still trying to get to the learning target.

Assignment Vs. Assessment 

Below is the table that will elaborate on the difference between Assessment and assignment.

What are an assignment and an Example?

Assignments are assigned to pupils by their teachers or professors at school or college. To put it another way, an assignment is a task or series of tasks that will be graded and marked. Assignments are an integral part of education at all levels, from primary to post-secondary.

• Listed below are some of the goals of assignments:
• improves student comprehension of the subject matter
• improves pupils’ abilities to learn and comprehend
• aids students in their education
• cultivates analytical and critical thinking capabilities
• pupils how to better manage their time.
• clear pupils’ doubts or confusions about any topic
• encourage kids to express themselves in new ways

Teachers delegate these assignments for students to accomplish outside of school hours and then return to school. The amount of time allotted for an activity may vary depending on its nature. 

Examples 

Assignments include essays, posters, presentations, annotated bibliographies, book reviews, summaries, charts, and graphs. Writing tasks help students improve their writing abilities, while creative assignments like producing posters, graphs, and charts and giving presentations help students develop their creative skills. Eventually, assignments help evaluate students’ skills, knowledge, and understanding of the subject matter.

Classification of Assignment

These are the most frequently utilized assignments in the classroom:

• Page-by-page assignment:

A textbook assignment is a form of page-by-page assignment. The pages that will be covered are specified here. However, despite current research showing that page-by-page assignments are unsatisfactory, they are still extensively employed in elementary schools.

• Textbook assignment 

Traditional or textbook assignments come in many forms. There are several secondary schools and colleges where it is still widely utilized. Pupils are responsible for preparing for this work entirely on their own.

• Problem-solving assignment

A problem-solving assignment departs from the textbook’s central premise. References are encouraged, and reflective thinking is encouraged. The focus here is on finding a solution to the problem at hand. Detailed instructions and recommendations are crucial in this type of project.

• Topical assignment

In this type of project, the focus is on developing a particular topic. Textbook assignments such as this are also popular in social and natural science classes.

• Project assignment:

The project assignment is a specific sort of assignment, most suited to vocational courses, natural science disciplines, and to a lesser extent, social science courses and other content areas. A project is deemed a unit in this sort of work.

• Contract assignment:

This type of assignment is often utilized in personalized instruction since it allows the teacher to tailor the task to the needs and interests of the student.

• Unit assignment

There are two types of unit assignments: mastery plans and cycle plans. It works best with subjects broken down into smaller, more manageable chunks. The so-called ‘flexible assignment’ is utilized in conjunction with the unit assignment strategy.

• Group assignment

Assign­ment in a cooperative or collaborative setting is most used in socialized or project-based recitation or instruction. This assignment encourages students to think for themselves and organize their materials. Students take part in setting goals and making decisions about achieving them in this setting. In many high school classes, cooperative assignments can be used to their advantage.

• Syllabus assignment:

In college or university, syllabus assignment is frequently used. In this type of project, students are provided questions and references to help them along the way. To ensure that students pay attention to the most critical aspects of the course, questions and other ideas are provided.

• Drill assignment:

A mental motor skill drill assignment is designed to enhance the connections made during the learning process. An excellent example of this type of work is memorizing a poem or mastering simple facts or combinations of facts in Arithmetic. As with any other form of work, a drill assignment needs to be energizing.

What is an Assignment of learning?

Assignment of learning suggests pupils must complete an activity to learn specific facts, concepts, or relationships. Learning activities require students to do autonomous research searches and use a diverse range of information sources throughout this work.

What is an assessment and an Example?

Your students’ talents are evaluated through Assessment. A lesson can’t be learned and then forgotten. You must test your students to see if they’ve retained what they’ve studied. Each state has distinct requirements for the content that must be taught at each grade level. You evaluate your kids to see if they’ve met the standards you set out for them. When students apply to colleges, they must take the ACT and SATs. Other ways of testing can be interviews, quizzes, group discussions, etc. 

Classification of Assessment

In education, there are various ways to measure students’ progress. During and after instruction, all assessment methods serve multiple goals. This article will help you choose which forms of most critical assessments while creating and implementing your course.

• Pre-assessment or diagnostic Assessment

A teacher must know her students well before designing the instruction. The purpose of the Assessment is to learn about the strengths, abilities, limitations, and information they already possess. All this will let you write your instructions.

• Formative Assessment

The first step in preparing instruction is to employ formative Assessment. The purpose is to provide feedback to students by monitoring their progress. This tool makes identifying the first holes in your teaching more accessible by this tool. As a result of this input, you’ll have a better idea of where to direct your instructional efforts going forward.

• Summative Assessment

The summative assessment goal is to determine whether the most crucial learning outcomes have been achieved at the end of the course. More importantly, it assesses the long-term value of what students have learned, as well as how they reacted to the material they were taught. It is possible to determine the long-term advantages by keeping track of students who take your class or take your Test. 

• Confirmative Assessment

When you’ve executed your instruction in your classroom, you still need to conduct an assessment. Confirmative assessments let you determine whether your teaching strategy is still on target, say, a year after implementing it. 

• Norm-referenced Assessment

Students’ performance is compared to an average benchmark. For Example, the national average for History might be this. When a teacher compares their pupils’ average grade to the average grade for the entire school, that’s another good example.

• Criterion-referenced Assessment

Predetermined criteria or learning standards are used to evaluate student performance. At each level of schooling, pupils have certain expectations regarding what they should know and do. This type of test is designed to assess a specific set of skills or knowledge, such as a course’s curriculum.

• Ipsative Assessment

It compares a student’s current performance to their previous achievements. By comparing your recent performance to prior ones, this approach aims to help you improve. Your self-esteem may suffer because you aren’t comparing yourself to other students.

What is an assessment of learning?

Assessments can be used to determine whether pupils are fulfilling grade-level expectations.

The following are examples of Assessment of learning that are often grade-based:

• The final or end-term examinations.
• End term/year projects 
• Standardized tests

Teachers, students, school administrators, parents, and even district leaders all benefit from having a natural grade associated with them.

The following are the forms of Assessment of learning:

• Norm-referenced assessments
• Criterion-referenced assessments
• Summative assessments

Which type of Assessment would be the most reliable?

Generally, the more solid and constant the results produced by an evaluation tool, the more reliable it is. ​

Reliability Types

• Test-retest reliability

The dependability of a test can be evaluated by re-administering it to a bunch of participants multiple times over time. The Test’s stability over time can be assessed by correlating Time 1 and Time 2.

For Example, a psychology test can be administered twice, perhaps a week following the initial administration. The observed correlation coefficient indicates the scores are stable.

• Parallel form’s reliability

For an assessment tool to be reliable, it must have the elements that test the same construct, knowledge, or skill. These must be administered to the same group of people in two distinct ways. Therefore, it is possible to compare the scores from the two versions to see if the results are consistent across different versions.

• Inter-rater reliability

The extent to which various evaluators agree on their assessment conclusions is inter-rater dependability. Since human observers do not always interpret replies, in the same manner, inter-rater reliability is vital because raters may disagree on the extent to which specific responses or materials exhibit knowledge of the constructor skill under consideration.

When assessing the degree to which art portfolios meet standards, various judges may use inter-rater reliability as an example. In cases when judgments are subjective, inter-rater reliability is a valuable tool to have on hand. As a result, judging artwork is more likely to use this form of reliability than doing math problems.

• Internal consistency reliability

Internal consistency reliability is a metric for gauging how closely several assessments of the same construct yield the same outcomes.

• Internal consistency reliability has an inter-item correlation average as one of its subtypes. For each pair of items on a test, the correlation coefficient is calculated, and then the average of all these correlation coefficients is calculated. This is how a test that measures reading comprehension, for example, gets its score. The average correlation between items is calculated in the final phase.
• Internal consistency reliability also has a subtype known as split-half reliability . To achieve split-half dependability, all items on an exam that are meant to measure knowledge about the same subject (e.g., World War II) are “divided in half” to form two “sets.” To determine split-half reliability, the correlation between the two total “set” scores must be calculated after the Test has been given to participants. The final score for each “set” is known.

What are assessment strategies?

Teachers and students alike benefit from these assessment methods. Each strategy has its own set of tools and methods. The most important thing is understanding their various goals, how they might be organized, and lastly, what to do with the outcomes. There are five primary sorts of assessment strategies. While not all techniques within a category must be used, an assessment plan should incorporate methods from all categories.

• Strategies for Identifying the Needs of the Learner

Before the project, use these methods to learn about a student’s prior experiences, abilities, attitudes, and misunderstandings. Each learner’s learning needs are assessed using these tactics, which help students relate what they should know (previous information) to their learning.

• Self-Direction and Collaboration Strategies for the Workplace 

Use these strategies to evaluate students’ abilities to take responsibility for their learning, display communication skills, result in higher quality work, understand feedback, and evaluate their classmates’ work.

Use these methods to help students stay on track while working on a project. Students become more self-managing after completing open-ended assignments when given these assessment methods and instruments. These methods also aid in detecting when and where students want additional assistance or instruction. Several of these methods can track a student’s progress in their education over time.

•  Metacognition Checklist Strategies

As students work their way through the assignment, use these tactics to grasp what is asked. These methods are also employed by students while contemplating their educational progress. It is possible to utilize the same method for both goals, but specific questions and prompts should encourage students to reflect on their learning.

• Techniques for Demonstrating Knowledge and Expertise

As the project ends, use these methods to determine whether the students have mastered the material. This category includes two distinct sorts of tactics:

• goods and services
• Student-led conferences and portfolios

Learners’ “products,” also known as “artefacts,” are tangible manifestations of their efforts. Student-led sessions allow students to share portfolios and samples of their work and explore their passions, learning, and aspirations. Portfolios are the intentional gathering of goods and performances across a certain duration.

What are the five purposes of Assessment?

There are several forms of assessments, each serving a distinct function.

• They aid in the learning process and guarantee that students are ready to accomplish the objectives of a given unit of study.
• A student’s final grades and marks can be used to determine whether they have met a standard or have been certified as having done so.
• They also give students the tools they need to evaluate their work, allowing them to develop and grow beyond the course of study.
• The goal is to acquire information that is useful in assessing pupil progress.
• Learning aims to understand students’ interests to make decisions concerning their education.

Assignments are the bits of coursework or homework that students are required to complete, whereas Assessment refers to the process of determining how well students are progressing. This is the most significant distinction between an assignment and an assessment. Assignments can sometimes be used as tools for evaluation and instruction.

The article above will help all those who intend to understand the difference between Assessment and assignment. It is thus a comprehensive guide about assessment and assignment. We hope this article will help you.

Frequently Asked Questions:

What is the difference between homework and assignment.

When a student is assigned work or a task throughout their studies, it is referred to as an assignment. Homework is a piece of work for a student given by their teacher. It is expected to accomplish outside the classroom setting, typically at their residence.

What is the difference between an assignment and a test?

Assigning work involves completing a task that has been given to you; as such, it is “futuristic” in nature and has the option of being accomplished or not. The concept of force majeure enters the picture.

It is the opposite, as the Test appraises the “previous performance.” For the sake of rewarding and providing feedback, this implies that it is a “critical appreciation.”

Why assignments are better than exams?

Assignments, such as essays, are significantly more beneficial to my learning experience. Exams cause a significant deal of anxiety and frequently result in cramming, which is not suitable for my mental and physical health or the mental and physical health of any other student. Assignments are crucial in our present remote learning context, where they outperform traditional tests in terms of relevance.

What are the 4 types of Assessment?

The four types of assessments include Diagnostic, Formative, Interim, and Summative.

• Diagnostic Assessment Before beginning education, evaluate a student’s potentials and deficiencies, knowledge, and skills.
• Formative Assessment is used to evaluate a student’s performance during education, and it is performed frequently during the instructional process.
• Interim Assessment is evaluated at regular periods, typically after a grading term.
• Summative Assessment measures a student’s achievement after teaching. It’s the equivalent of chatting about a movie with someone after the film has ended.

What are the five types of Assessment?

Pre-assessment or diagnostic Assessment, Formative Assessment, Summative Assessment, Confirmative Assessment, Norm-referenced Assessment, Criterion-referenced Assessment, and Ipsative Assessment are the five types of Assessment.

What are the two types of assessments?

Formative and summative assessments are the two most common forms of education. These two types are often known as the Assessment of learning and Assessment for learning. 

What are the 3 forms of Assessment?

Classroom assessment has three types: Assessment for learning, Assessment as Learning, and knowledge assessment. Assessment for learning is the most common type of classroom assessment.

What are the similarities and differences between assessment and evaluation?

Assessment refers to the process of providing feedback to the instructor regarding the student’s progress in a course. For grading and reporting, evaluation involves the application of methodologies and measurements to assess student learning and knowledge of the topic. In education, evaluation is how the instructor provides feedback regarding the student’s learning.

What comes first Assessment or evaluation?

For valuable feedback to enhance learning, assessment is carried out in the classroom as research. Assessment is the process of providing feedback to the instructor regarding the student’s progress in a course. In education, evaluation is how the instructor provides feedback regarding the student’s learning.

What is a needs assessment tool?

This tool is intended to be utilized as resources permit. In addition to desk features, descriptive and inferential statistical components have been incorporated into the design. It helps determine the essential needs after an assessment or evaluation is done.

What are placement assessments and examples?

With the help of placement assessments, learners are “placed” in a class, degree, or level. For this reason, these tests are conducted before the course or program to find out the students with learning experiences tailored to their individual learning needs.

For Example, an examination student might determine Algebra I and higher-level algebra courses, such as an honors-level course . 

What is a population assignment?

Population assignment is used in the situation of recent admixture to locate individuals and assign them to several populations. In forensics, these procedures have become crucial for verifying the origin of material of unknown origin and determining the frequency of interspecies hybridization and the degree of connectedness among freshly fractured populations, which have recently been isolated.

Expert paper writers are just a few clicks away

Place an order in 3 easy steps. Takes less than 5 mins.

Calculate the price of your order

OFFER! Save 50% on Assignment Crafted by Human Writers

What Is the Difference Between Assessments vs Assignments?

Table of Contents

• What Is An Assignment? Know Its Format 

What Is an Assessment? Know Its Format

What is the difference between an assessment and assignment.

• Let Us Help You with Writing Assessments and Assignments! 

Assignment and assessment are the two pillars of modern education. A student's academic career is not complete without them. However, many students don't know the simple meaning between assessment vs assignment. The division of the tasks that students must do to earn the highest grades possible in their courses of study is an assignment. As an alternative, a teacher will evaluate students by giving them a range of assessment activities that can be of various kinds while observing the knowledge and abilities they have gained.

By completing the assessment task, students can learn about the different learning outcomes and how they are doing with the learning objectives. You will go into more detail about the definitions of the two "often-confused" terms and know what assessment and an assignment are. Now, let's get started.

What Is An Assignment? Know Its Format 

Assignments are written projects or homework given to you by a professor or university to evaluate your skills and knowledge. It is also known as writing tasks that are done and turned in by the deadlines. The purpose of an assignment is to develop a foundation for the coursework; thus, to complete the work, you will need to do a lot of research. You have to choose a topic before you start writing on it for a lot of projects, such as case study assignments, essays, reports, theses, and much more. You can do your research to complete those tasks, and it helps you improve your comprehension and learning skills. It also helps students build analytical and research skills, which will be beneficial in the future. 

Before writing assignments, it is essential to understand the appropriate format and structure. Format is crucial to hold the reader's attention. So, here is the structure of an assignment:

• Title: Your assignment's title gives the reader a clear idea of what the task will cover and highlights its primary topic or objective.
• Introduction: In this area, the topic or issue covered in the assignment is introduced, along with its importance and a background that sets the stage for discussion.
• Instructions: Describe the tasks that must be performed for the assignment, along with any particular requirements, formatting needs, or teacher-provided evaluation criteria.
• Main Content: Your analysis, conclusions, or answers to the given questions or challenges are presented in the main body of the assignment. Here, you show that you understand the subject and support your claims with facts or examples.
• Final thoughts (optional): The conclusion provides a brief overview of your argument or discussion and highlights its importance by summarising the essential ideas or conclusions from the body of the work.
• Citations (if needed):  The references section offers a list of any outside sources you consulted for your task, so readers can check the accuracy of your knowledge and find more information on the subject.

Following this structure helps with the organisation of your work and guarantees that you cover every relevant aspect of the task. If you are struggling to write an assignment, you can go through our blog to understand  how to write an assignment in UK .

The process through which a teacher evaluates the knowledge and learning objectives of the students' knowledge and learning objectives is called assessment. In simpler terms, you can examine your academic growth using several assessment assignments. The purpose of an assessment is to help the teacher evaluate a student's ability and level of curriculum compliance. As a result, an evaluation is a collaborative process focusing on learning and teaching. Sometimes, assignments can be used as a tool for assessment. 

The types of assessment are summative and formative. While formative evaluation is done at various stages of the learning process, summative evaluation happens at the end of each learning unit. Tests, homework, group projects, quizzes, and summaries are all assessment forms.

Students have to understand the variety of assessment tasks formats to participate and prepare for the evaluation process. So, here is the elaborate structure of the assessment:

• Instructions:  These are detailed instructions from your teacher or instructor that spell out what is expected of you in the assessment. Instructions may contain information about the assessment's format, any permitted materials, and the method for conducting it. 
• Tasks: The central portion of the assessment consists of questions or tasks that allow you to show that you understand the content taught in the class. Depending on the objectives, questions could include anything from basic data recall to more difficult analysis or solving of issues. 
• Answer Space: Most assessments come with specific sections where you can write your answers to the activities or questions that are given. Assessment activity sections include answer boxes, blank spaces, or online response fields. Knowing your answers are easy to read and presented clearly is crucial.
• Time Limit (if applicable): Some assessments may have a time limit that you must adhere to finish the tasks or answer the questions.. Time constraints aid in evaluating your capacity for good time management and productive work under pressure.
• Feedback (after assessment): Your teacher may provide feedback on how you performed following the assessment's grading. Feedback can help you determine your strengths and faults and direct your future learning efforts by filling out areas where you did well and where you could do better.
• Grading or Scoring: Assessments are scored or graded according to the accuracy and quality of your answers. Depending on the kind of assessment and the learning objectives, the criteria for scoring may change. Your final course grade is influenced by how well you do on the evaluation.

Students must understand the structure of the examination and effectively navigate the evaluation process for better performance.

In today's classroom, assignments and assessment are two key ideas. Despite their similarities, these two words denote distinct things. Based on each factor, let's examine how assessment and assignment differ from one another:

These differences show how assignment and assessment have different goals, are measured and given differently, have various types and objectives, and give students diverse types of feedback. If you need more help with your project, you can use our  assignment writing service , where you can receive personal, one-on-one instruction from our experts in the field. 

Let Us Help You with Writing Assessments and Assignments! 

If you are in a course or program provided by a reputable university, you need to be aware of the differences in an assignment and assessment. It will help you write both tasks correctly because you will work on them throughout your program. If you still need assistance comprehending the differences and are unable to finish the assignment or assessment activity, you can contact our service, Global Assignment Help. 

Also, if you are confused and thinking, 'Can somebody  do my assignment  or assessment?' Then can get accurate assistance with writing your task from our most experienced expert. I hope you understand the concept that is discussed in the blog. Our highly skilled professionals are skilled at providing assessment vs assignmentexplanations and completing work ahead of schedule.

Also, read our blog to enhance your  assignment writing  through our tips.

You can also read

• 6 Simple Ways to Make Your Assignment Look More Professional
• The Ultimate Guide to Writing a Dissertation in Business Studies: A Step-by-Step Assistance

Choose a writer for your task among hundreds of professionals

Facing Issues with Assignments? Talk to Our Experts Now! Download Our App Now!

Have Questions About Our Services? Call Us or Download Our App!

+44 7862127770 (Toll Free)

Get the App Today!

This Website Uses Cookies We use cookies to ensure that we give you the best experience on our website. We have updated our privacy policy in compliance with GDPR. If you continue to use this site we will assume that you are happy with it

Please rotate your device

We don't support landscape mode yet. Please go back to portrait mode for the best experience

Limited Time Offer

Exclusive Library Membership + FREE Wallet Balance

1 Month Access !

5000 Student Samples

10,000 Answers by Experts

Get $300 Now

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

In education, the term  assessment  refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

While assessments are often equated with traditional tests—especially the standardized tests  developed by testing companies and administered to large populations of students—educators use a diverse array of assessment tools and methods to measure everything from a four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning—e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyze different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized  academic support , educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.

While assessment can take a wide variety of forms in education, the following descriptions provide a representative overview of a few major forms of educational assessment.

Assessments are used for a wide variety of purposes in schools and education systems :

• High-stakes  assessments  are typically standardized tests used for the purposes of accountability—i.e., any attempt by federal, state, or local government agencies to ensure that students are enrolled in effective schools and being taught by effective teachers. In general, “high stakes” means that important decisions about students, teachers, schools, or districts are based on the scores students achieve on a high-stakes test, and either punishments (sanctions, penalties, reduced funding, negative publicity, not being promoted to the next grade, not being allowed to graduate) or accolades (awards, public celebration, positive publicity, bonuses, grade promotion, diplomas) result from those scores. For a more detailed discussion, see  high-stakes test .
• Pre-assessments  are administered before students begin a lesson, unit, course, or academic program. Students are not necessarily expected to know most, or even any, of the material evaluated by pre-assessments—they are generally used to (1) establish a baseline against which educators measure learning progress over the duration of a program, course, or instructional period, or (2) determine general academic readiness for a course, program, grade level, or new academic program that student may be transferring into.
• Formative  assessments  are in-process evaluations of student learning that are typically administered multiple times during a unit, course, or academic program. The general purpose of formative assessment is to give educators in-process feedback about what students are learning or not learning so that instructional approaches, teaching materials, and academic support can be modified accordingly. Formative assessments are usually not scored or graded, and they may take a variety of forms, from more formal quizzes and assignments to informal questioning techniques and in-class discussions with students.

Formative assessments are commonly said to be  for  learning because educators use the results to modify and improve teaching techniques during an instructional period, while summative assessments are said to be  of  learning because they evaluate academic achievement at the conclusion of an instructional period. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.”

• Interim assessments   are used to evaluate where students are in their learning progress and determine whether they are on track to performing well on future assessments, such as standardized tests, end-of-course exams, and other forms of “summative” assessment. Interim assessments are usually administered periodically during a course or school year (for example, every six or eight weeks) and separately from the process of instructing students (i.e., unlike formative assessments, which are integrated into the instructional process).
• Placement assessments  are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course. For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
• Screening assessments  are used to determine whether students may need specialized assistance or services, or whether they are ready to begin a course, grade level, or academic program. Screening assessments may take a wide variety of forms in educational settings, and they may be developmental, physical, cognitive, or academic. A preschool screening test, for example, may be used to determine whether a young child is physically, emotionally, socially, and intellectually ready to begin preschool, while other screening tests may be used to evaluate health, potential learning disabilities, and other student attributes.

Assessments are also designed in a variety of ways for different purposes:

• Standardized assessments  are designed, administered, and scored in a standard, or consistent, manner. They often use a multiple-choice format, though some include open-ended, short-answer questions. Historically, standardized tests featured rows of ovals that students filled in with a number-two pencil, but increasingly the tests are computer-based. Standardized tests can be administered to large student populations of the same age or grade level in a state, region, or country, and results can be compared across individuals and groups of students. For a more detailed discussion, see  standardized test .
• Standards-referenced or standards-based  assessments  are designed to measure how well students have mastered the specific knowledge and skills described in local, state, or national  learning standards . Standardized tests and high-stakes tests may or may not be based on specific learning standards, and individual schools and teachers may develop their own standards-referenced or standards-based assessments. For a more detailed discussion, see  proficiency-based learning .
• Common  assessments  are used in a school or district to ensure that all teachers are evaluating student performance in a more consistent, reliable, and effective manner. Common assessments are used to encourage greater consistency in teaching and assessment among teachers who are responsible for teaching the same content, e.g. within a grade level, department, or  content area . They allow educators to compare performance results across multiple classrooms, courses, schools, and/or learning experiences (which is not possible when educators teach different material and individually develop their own distinct assessments). Common assessments share the same format and are administered in consistent ways—e.g., teachers give students the same instructions and the same amount of time to complete the assessment, or they use the same scoring guides to interpret results. Common assessments may be “formative” or “summative .” For more detailed discussions, see coherent curriculum  and  rubric .
• Performance assessments  typically require students to complete a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project, for example. Educators will often use collaboratively developed common assessments, scoring guides, rubrics, and other methods to evaluate whether the work produced by students shows that they have learned what they were expected to learn. Performance assessments may also be called “authentic assessments,” since they are considered by some educators to be more accurate and meaningful evaluations of learning achievement than traditional tests. For more detailed discussions, see authentic learning ,  demonstration of learning , and  exhibition .
• Portfolio-based  assessments  are collections of academic work—for example, assignments, lab results, writing samples, speeches, student-created films, or art projects—that are compiled by students and assessed by teachers in consistent ways. Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the acquisition of diverse knowledge and skills over a period of time. Portfolio materials can be collected in physical or digital formats, and they are often evaluated to determine whether students have met required learning standards . For a more detailed discussion, see  portfolio .

The purpose of an assessment generally drives the way it is designed, and there are many ways in which assessments can be used. A standardized assessment can be a high-stakes assessment, for example, but so can other forms of assessment that are not standardized tests. A portfolio of student work can be a used as both a “formative” and “summative” form of assessment. Teacher-created assessments, which may also be created by teams of teachers, are commonly used in a single course or grade level in a school, and these assessments are almost never “high-stakes.” Screening assessments may be produced by universities that have conducted research on a specific area of child development, such as the skills and attributes that a student should have when entering kindergarten to increase the likelihood that he or she will be successful, or the pattern of behaviors, strengths, and challenges that suggest a child has a particular learning disability. In short, assessments are usually created for highly specialized purposes.

While educational assessments and tests have been around since the days of the one-room schoolhouse, they have increasingly assumed a central role in efforts to improve the effectiveness of public schools and teaching. Standardized-test scores, for example, are arguably the dominant measure of educational achievement in the United States, and they are also the most commonly reported indicator of school, teacher, and school-system performance.

As schools become increasingly equipped with computers, tablets, and wireless internet access, a growing proportion of the assessments now administered in schools are either computer-based or online assessments—though paper-based tests and assessments are still common and widely used in schools. New technologies and software applications are also changing the nature and use of assessments in innumerable ways, given that digital-assessment systems typically offer an array of features that traditional paper-based tests and assignments cannot. For example, online-assessment systems may allow students to log in and take assessments during out-of-class time or they may make performance results available to students and teachers immediately after an assessment has been completed (historically, it might have taken hours, days, or weeks for teachers to review, score, and grade all assessments for a class). In addition, digital and online assessments typically include features, or “analytics,” that give educators more detailed information about student performance. For example, teachers may be able to see how long it took students to answer particular questions or how many times a student failed to answer a question correctly before getting the right answer. Many advocates of digital and online assessments tend to argue that such systems, if used properly, could help teachers “ personalize ” instruction—because many digital and online systems can provide far more detailed information about the academic performance of students, educators can use this information to modify educational programs, learning experiences , instructional approaches, and  academic-support strategies  in ways that address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. In addition, many large-scale standardized tests are now administered online, though states typically allow students to take paper-based tests if computers are unavailable, if students prefer the paper-based option, or if students don’t have the technological skills and literacy required to perform well on an online assessment.

Given that assessments come in so many forms and serve so many diverse functions, a thorough discussion of the purpose and use of assessments could fill a lengthy book. The following descriptions, however, provide a brief, illustrative overview of a few of the major ways in which assessments—especially assessment results—are used in an attempt to improve schools and teaching:

• System and school accountability : Assessments, particularly standardized tests, have played an increasingly central role in efforts to hold schools, districts, and state public-school systems “accountable” for improving the academic achievement of students. The most widely discussed and far-reaching example, the 2001 federal law commonly known as the No Child Left Behind Act, strengthened federal expectations from the 1990s and required each state develop  learning standards   to govern what teachers should teach and students should learn. Under No Child Left Behind, standards are required in every grade level and  content area  from kindergarten through high school. The law also requires that students be tested annually in grades 3-8 and at least once in grades 10-12 in reading and mathematics. Since the law’s passage, standardized tests have been developed and implemented to measure how well students were meeting the standards, and scores have been reported publicly by state departments of education. The law also required that test results be tracked and reported separately for different “subgroups” of students, such as minority students, students from low-income households, students with special needs, and students with  limited proficiency in English . By publicly reporting the test scores achieved by different schools and student groups, and by tying those scores to penalties and funding, the law has aimed to close  achievement gaps  and improve schools that were deemed to be underperforming. While the No Child Left Behind Act is one of the most controversial and contentious educational policies in recent history, and the technicalities of the legislation are highly complex, it is one example of how assessment results are being used as an accountability measure.
• Teacher evaluation and compensation : In recent years, a growing number of elected officials, policy makers, and education reformers have argued that the best way to improve educational results is to ensure that students have effective teachers, and that one way to ensure effective teaching is to evaluate and compensate educators, at least in part, based on the test scores their students achieve. By basing a teacher’s income and job security on assessment results, the reasoning goes, administrators can identify and reward high-performing teachers or take steps to either help low-performing teachers improve or remove them from schools. Growing political pressure, coupled with the promise of federal grants, prompted many states to begin using student test results in teacher evaluations. This controversial and highly contentious reform strategy generally requires fairly complicated statistical techniques—known as  value-added measures   or  growth measures —to determine how much of a positive or negative effect individual teachers have on the academic achievement of their students, based primarily on student assessment results.
• Instructional improvement : Assessment results are often used as a mechanism for improving instructional quality and student achievement. Because assessments are designed to measure the acquisition of specific knowledge or skills, the design of an assessment can determine or influence what gets taught in the classroom (“teaching to the test” is a common, and often derogatory, phrase used to describe this general phenomenon). Formative assessments, for example, give teachers in-process feedback on student learning, which can help them make instructional adjustments during the teaching process, instead of having to wait until the end of a unit or course to find out how well students are learning the material. Other forms of assessment, such as standards-based assessments or common assessments, encourage educators to teach similar material and evaluate student performance in more consistent, reliable, or comparable ways.
• Learning-needs identification : Educators use a wide range of assessments and assessment methods to identify specific student learning needs, diagnose learning disabilities (such as autism, dyslexia, or nonverbal learning disabilities), evaluate language ability, or determine eligibility for specialized educational services. In recent years, the early identification of specialized learning needs and disabilities, and the proactive provision of educational support services to students, has been a major focus of numerous educational reform strategies. For a related discussion, see  academic support .

In education, there is widespread agreement that assessment is an integral part of any effective educational system or program. Educators, parents, elected officials, policy makers, employers, and the public all want to know whether students are learning successfully and progressing academically in school. The debates—many of which are a complex, wide ranging, and frequently contentious—typically center on how assessments are used, including how frequently they are being administered and whether assessments are beneficial or harmful to students and the teaching process. While a comprehensive discussion of these debates is beyond the scope of this resource, the following is a representative selection of a few major issues being debated:

• Is high-stakes testing, as an accountability measure, the best way to improve schools, teaching quality, and student achievement? Or do the potential consequences—such as teachers focusing mainly on test preparation and a narrow range of knowledge at the expense of other important skills, or increased incentives to cheat and manipulate test results—undermine the benefits of using test scores as a way to hold schools and educators more accountable and improve educational results?
• Are standardized assessments truly  objective  measures of academic achievement? Or do they reflect intrinsic biases—in their design or content—that favor some students over others, such wealthier white students from more-educated households over minority and low-income students from less-educated households? For more detailed discussions, see  measurement error and  test bias .
• Are “one-size-fits-all” standardized tests a fair way to evaluate the learning achievement of all students, given that some students may be better test-takers than others? Or should students be given a variety of assessment options and multiple opportunities to demonstrate what they have learned?
• Will more challenging and  rigorous   assessments lead to higher educational achievement for all students? Or will they end up penalizing certain students who come from disadvantaged backgrounds? And, conversely, will less-advantaged students be at an even greater disadvantage if they are not held to the same high educational standards as other students (because lowering educational standards for certain students, such as students of color, will only further disadvantage them and perpetuate the same cycle of low expectations that historically contributed to racial and socioeconomic  achievement gaps )?
• Do the costs—in money, time, and human resources—outweigh the benefits of widespread, large-scale testing? Would the funding and resources invested in testing and accountability be better spent on higher-quality educational materials, more training and support for teachers, and other resources that might improve schools and teaching more effectively? And is the pervasive use of tests providing valuable information that educators can use to improve instructional quality and student learning? Or are the tests actually taking up time that might be better spent on teaching students more knowledge and skills?
• Are technological learning applications, including digital and online assessments, improving learning experiences for students, teaching them technological skills and literacy, or generally making learning experiences more interesting and engaging? Or are digital learning applications adding to the cost of education, introducing unwanted distractions in schools, or undermining the value of teachers and the teaching process?

Alphabetical Search

Assignment or Assessment - What's the difference?

As nouns the difference between assignment and assessment.

Assignment Design and Assessment

Assignments are a major part of pedagogy. Designing assignments can therefore be one of the most influential elements of classroom teaching. Thoughtful assignment design can support student learning by helping students practice meaningful tasks that carry on into their careers or across the curriculum.

The graphic below illustrates how assessment can provide a continuous process of planning, measuring, analyzing results, and using the results to make informed decisions that lead to improvements. Because learning is a process that is driven by the products it produces at each stage, it is important to think about how assignments are designed and assessed so that they can support student learning.

Below are several videos describing a range of assessment techniques:

Transparency in Assignments

Transparent assignments promote students’ conscious understanding of how they learn. Research from the Transparency in Teaching and Learning Project has shown that when students understand the task, its purpose, and the criteria for evaluating their work, they are more motivated. That doesn’t mean we don’t give students challenging work, rather, that we help them understand the struggles we design for them.

Our adaptation of Palmer’s transparent assignment template is a great tool for helping faculty think through how to make the learning process clear to students.

Click on the links below for exemplary assignments from a range of disciplines at UCF.

• Humanities Assignment
• Business Assignment
• Public Administration Assignment
• Public Speaking Assignment and Evaluation Sheet
• Biomedical Science Assignment and Peer Review Sheet
• General Group Project Assignment

More Information About Assessment

For information about UCF’s Academic Learning Compacts (ALCs), see Operational Excellence and Assessment Support .

Read more about providing students with effective feedback here: https://lsa.umich.edu/sweetland/instructors/teaching-resources/giving-feedback-on-student-writing.html

Eberly Center

Teaching excellence & educational innovation, why should assessments, learning objectives, and instructional strategies be aligned.

To ensure that these three components of your course are aligned, ask yourself the following questions:

• Learning objectives: What do I want students to know how to do when they leave this course?
• Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?
• Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills , but your assessment measures only factual recall . Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be used to assess different types of learning objectives (adapted from the revised Bloom’s Taxonomy ).

This table does not list all possible examples of appropriate assessments. You can develop and use other assessments – just make sure that they align with your learning objectives and instructional strategies!

CONTACT US to talk with an Eberly colleague in person!

• Faculty Support
• Graduate Student Support
• Canvas @ Carnegie Mellon
• Quick Links

Eberly Center Eberly: (412) 268-2896 4765 Forbes Avenue Tepper Quad, Suite 1310 Pittsburgh, PA 15213 Contact Us

• www.cmu.edu
• © 2024 Carnegie Mellon University
• Timing & Logistics
• Who Your Students Are
• Situational Constraints
• Learning Objectives
• Potential Assessments
• Discussions
• Case Studies
• What is the value
• Why are students poorly prepared
• First-year writing courses
• Gauge writing proficiency
• Help students become better writers
• Design effective writing assignments
• Determine writing tasks to assign
• How to incorporate & not be overwhelmed
• Respond to student writing
• How to prevent plagiarism
• Detect and address plagiarism
• Labs / Studios
• Composition
• Sample Tools
• Pedagogical Value
• Faculty Role
• Reviewer Responsibilities
• Prepare Students
• Assure Students Learn
• Deal With Problems
• Service Learning
• Independent Student Projects
• Course Content & Schedule
• Updates for your Syllabus: Academic Year 2023-2024
• Syllabus for a New Course
• Revise a Syllabus
• Syllabus Checklist
• Samples of Syllabi
• First Day of Class
• Teaching Across Cultures
• Teaching in Tumultuous Times
• Handle Difficult Moments with Respect & Sensitivity
• Teach with a Heterogenous Audience in Mind
• Foster Belonging & Self-Confidence
• Course Management
• Assessments
• Problematic Student Behavior
• Student Support Services
• Early Course Feedback
• Incorporate and Revise Learning Objectives
• Course Content and Examples
• Grading and Feedback
• Active Learning
• Generative AI Tools FAQ
• Charlie Garrod
• Mara Harrell
• Blogs, Wikis, and Discussion Boards
• Tools for Evaluating Written Work
• Information Visualization Tools
• Learning Management Tools
• Collaboration Tools
• Virtual Classroom
• Mobile Devices
• White Papers
• Formative vs Summative Assessment
• Grading vs Assessment
• Performance-Based Prior Knowledge Assessments
• Prior Knowledge Self-Assessments
• Creating Assignments
• Creating Exams
• Using Classroom Assessment Techniques
• Using Concept Maps
• Using Concept Tests
• Assessing Group Work
• Creating and Using Rubrics
• Faculty-Led Early Course Feedback Survey
• Analyzing Data from an Instructor-Administered Early Course Feedback Surveys
• Early Course Feedback: Focus Groups
• One-on-One Teaching Consultations
• Classroom Observations
• Student Focus Groups
• Course Representatives
• Student Surveys
• Goals, Objectives, and Outcomes
• Level 1: Learning Objectives
• Level 2: Program-level Outcomes
• Level 3: Curriculum Map
• Level 4: Program-level Assessment
• Curriculum Mapping Tool
• Mastery Grid
• Program Outcomes
• Mapping Process Outline
• Mapping & Assessment Meeting
• Rubric for Assessing Project Work
• Forms for Evaluating Student Projects
• Rubrics for Assessing Student's Writing
• Rubric for Assessing Student Participation
• Rubric for Developing Student Self-Assessment Skills
• Process Books for Assessing How Students Think About Design
• Performance Rubrics for 95820 Production Management Assignment
• Performance Rubrics for 95821 Production Management Assignment
• Weighted Peer Evaluation for Group Project
• Worksheet to guide students’ observation and analysis of Polar World
• Using a Clicker System and Concept Questions to Assess Student Understanding During Class
• Survey for Assessing Students’ Motivation, Confidence, and Goals for Writing
• Writing Checklist to Assess Pre-Course Writing Skills
• Pre & Post Tests for Assessing the Effectiveness of an Argument Mapping Tool for Teaching
• Assessing the Effectiveness of using Multi-Media for Case-based Learning
• Reading Reflection Exercise to Prepare for Class Discussion

What is the difference between assessment and grading? Why does it matter?

Essentials series

What is the history of grading and how has it informed modern grading structures? Let's take a look and make room for innovation.

By completing this form, you agree to Turnitin's Privacy Policy . Turnitin uses the information you provide to contact you with relevant information. You may unsubscribe from these communications at any time.

Assessment and grading are words that are often used interchangeably—and understandably so, since they are closely related. As a result, many equate assessment with grading.

However, assessment and grading differ, starting with their goals.

The goal of grading is to evaluate individual student performance against a set of criteria for a given unit or course. Grades may or may not be an accurate measure of student learning, depending on what is being evaluated. For example, attendance, on-time assignment submission, formatting, and participation may not reveal a lot about how much a student has learned, but they can offer indicators or signals for instructor intervention.

Grades alone, while useful as a standardized measurement, don’t provide enough personalized feedback for what a student does or does not know and what they need to do to further their learning. According to Thomas Guskey, when grades are used alone, “even accurate, task-involving grades don’t lead to improved student learning. Students get no direction for improvement from a letter, number, word, phrase, or symbol attached to evidence of their learning. Only when grades are paired with individualized comments that offer guidance and direction for improvement do they enhance achievement and foster learning progress” ( Guskey, 2019) .

The goal of assessment , on the other hand, is more expansive—because it is not solely about grading and includes low-stakes formative assessments void of summative evaluations—it can further student learning by including feedback and guiding students towards next steps in learning. Assessment includes low-stakes, frequent assignments that educators give students in class or as homework, in addition to summative tests or exams. Qualitative feedback is also a component of assessment that operates as a checkpoint in the student learning journey.

Assessment does not always include grades, but grading is always a part of assessment.

Therefore, grading is a subset of assessment.

Why is this important?

Assessments are not just tests, but also low-stakes assignments and daily check-ins. They uncover more data about student learning than grades. While grades may communicate student progress in general or serve as warning indicators, assessment can identify specific learning gaps that may require teacher intervention. Grades alone don’t reveal this level of granularity.

Assessment is a critical part of teaching and learning, providing cohort-based and individual-level data insights to educators . Are students learning what we are teaching? Is there a way to increase teaching efficacy to foster better student learning outcomes? In other words, are the goals of education being met?

The above questions can be answered via assessment, which provide the following:

• Diagnostic feedback about what students do and do not know,
• Information as to what demonstrates deep comprehension of the subject,
• An opportunity to encourage student learning,
• And teacher self evaluation on what is and is not working and next steps to bridge student learning gaps .

It’s easy to see how assessment and grading are often interchanged, given their close pedagogical juxtaposition. Both grading and assessment are necessary; grading to communicate in a succinct manner student progress to inform placement and other institutions, and assessment to gain deep insights into this progress. But it’s also important to understand and acknowledge the differences as we help students navigate the educational journey.

• Key Differences

Know the Differences & Comparisons

Difference Between Assessment and Evaluation

The basic difference between assessment and evaluation lies in the orientation, i.e. while the assessment is process oriented, evaluation is product oriented. The article presented to you describes all the distinguishing points between these two.

Content: Assessment Vs Evaluation

Comparison chart.

Definition of Assessment

Assessment is defined as a methodical way of acquiring, reviewing and using information about someone or something, so as to make improvement where necessary. The term is interpreted in a variety of ways, i.e. educational, psychological, financial, taxation, human resource and so on.

In general, assessment is an ongoing interactive process, in which two parties (assessor and assessee) are involved. The assessor is someone who assesses the performance based on the defined standards, while assessee is someone who is being assessed. The process aims at determining the effectiveness of the overall performance of the assessee and the areas of improvement. The process involves, setting up goals, collecting information (qualitative and quantitative) and using the information for increasing quality.

Definition of Evaluation

The term ‘evaluation’ is derived from the word ‘value’ which refers to ‘usefulness of something’. Therefore, evaluation is an examination of something to measure its utility.

Simply put, evaluation is a systematic and objective process of measuring or observing someone or something, with an aim of drawing conclusions, using criteria, usually governed by set standards or by making a comparison. It gauges the performance of a person, completed project, process or product, to determine its worth or significance.

The evaluation includes both quantitative and qualitative analysis of data and undertaken once in a while. It ascertains whether the standards or goals established are met or not. If they are met successfully, then it identifies the difference between actual and intended outcomes.

Key Differences Between Assessment and Evaluation

The significant differences between assessment and evaluation are discussed in the points given below:

• The process of collecting, reviewing and using data, for the purpose of improvement in the current performance, is called assessment. A process of passing judgment, on the basis of defined criteria and evidence is called evaluation.
• Assessment is diagnostic in nature as it tends to identify areas of improvement. On the other hand, evaluation is judgemental, because it aims at providing an overall grade.
• The assessment provides feedback on performance and ways to enhance performance in future. As against this, evaluation ascertains whether the standards are met or not.
• The purpose of assessment is formative, i.e. to increase quality whereas evaluation is all about judging quality, therefore the purpose is summative.
• Assessment is concerned with process, while evaluation focuses on product.
• In an assessment, the feedback is based on observation and positive & negative points. In contrast to evaluation, in which the feedback relies on the level of quality as per set standard.
• In an assessment, the relationship between assessor and assessee is reflective, i.e. the criteria are defined internally. On the contrary, the evaluator and evaluatee share a prescriptive relationship, wherein the standards are imposed externally.
• The criteria for assessment are set by both the parties jointly. As opposed to evaluation, wherein the criteria are set by the evaluator.
• The measurement standards for assessment are absolute, which seeks to achieve the quintessential outcome. As against this, standards of measurement for evaluation are comparative, that makes a distinction between better and worse.

So, after reviewing the points above, it would be clear that assessment and evaluation are completely different. While evaluation involves making judgments, assessment is concerned with correcting the deficiencies in one’s performance. Although, they play a crucial role in analysing and refining the performance of a person, product, project or process.

You Might Also Like:

October 28, 2016 at 1:55 am

Thanks for sharing

Narendra says

January 29, 2017 at 6:23 am

Precise and useful.

Musaed says

October 9, 2017 at 10:00 pm

I would never be confused again about the difference between assessment and evaluation. Thanks.

Kelly Mokashi says

June 14, 2018 at 8:58 pm

Can we use this article educationally, is there a copyright issue?

Surbhi S says

June 15, 2018 at 9:40 am

You can use the article, subject to proper references are given to keydifferences.com

Naijil George says

June 19, 2018 at 6:56 pm

I thought, both are very much same. This article is an eye opener.

Mehr.a.zadeh says

July 11, 2018 at 10:39 pm

Hi, your contents are excellent. Thanx

mohammed says

August 27, 2018 at 11:34 am

very detail message with concise note

Mfanelo Siziba says

September 3, 2018 at 3:56 pm

This is wonderful, well researched. Where can I get more references on this?

September 6, 2018 at 11:14 pm

Really great summary; however, I’d appreciate it if you could add some book references.

Maryam Talebi says

December 12, 2018 at 12:22 am

I really appreciate it

Augustine B says

April 10, 2019 at 11:55 am

Thanks very much for the information which is precise and helpful.

MUGABI S.R says

September 16, 2019 at 3:37 pm

Thank you very much,I now get the difference

March 13, 2020 at 9:52 am

Thanks for the piece. Could you please distinguish the three? (measurement, assessment and evaluation)

NIMUSIIMA IVAN says

September 21, 2019 at 8:14 pm

Wonderful!! Am humbled

zulfiaqar Ali says

February 18, 2020 at 10:43 am

Thank you so much for this valuable information

May 26, 2020 at 5:11 am

thanks for help

February 12, 2021 at 5:18 am

Thanks so much for the important message and I think that it will be helpful in doing my second assignment… Cheers…

February 19, 2021 at 10:54 am

Wonderful answer

Paul King Ayinde says

February 19, 2021 at 8:49 pm

Thank you immensely for these explicit explanations. They have really helped me.

saliha belhacene says

February 20, 2021 at 1:18 am

It’s so useful. Thanks

Mansharam says

February 21, 2021 at 10:58 pm

It is a base of understanding the difference between them

Lubega paul says

March 3, 2021 at 4:08 pm

Thanks for the wonderful and precise information I have learnt a lot from your information

Munyope Joseph says

March 17, 2021 at 3:48 pm

Yes maximum appreciation for the wonderful message indeed I have learnt the distinction between these two concepts.

Nakasumba GORRET says

March 26, 2021 at 6:50 am

I thought these words are the same but l realized that there is a big difference between them thanks alot

Ainomugisha Emily says

March 28, 2021 at 11:44 am

Really helpful

Faith hajara Barack says

April 2, 2021 at 10:38 pm

Thanks a lot for the clarification

Kakaire Joseph says

April 8, 2021 at 12:27 pm

Thanks for the message have really learnt about assessment and evaluation and their comparisons

Agaba Ashraf says

April 9, 2021 at 3:03 am

Thanx i have managed to understand and learnt how to distinguish between evaluation and assessment and they cannot confuse me at all in applying them as a teacher.

Kamuhanda William says

April 14, 2021 at 3:44 pm

Thanks for the useful information about the differences between Assessment and Evaluation I used to think that they are the same but they are not similar

Ahaisibwe micheal says

April 16, 2021 at 10:31 pm

Vital information about the differences between assessment and evaluation.

Dr.Dilip Chaudhari says

April 17, 2021 at 12:51 pm

Really, very good explain the difference between assessment and evaluation

Halliru Sule says

December 7, 2021 at 11:19 am

Thank you for differentiate all this information.

haron chemutai says

February 7, 2022 at 7:54 pm

Thank you for the great work

Chitra Rodrigo says

March 9, 2022 at 4:59 pm

I had a doubt on the difference between assignment and evaluation. NOW I ‘m confident. Thank you very much!

fajar mag says

August 13, 2022 at 6:59 pm

Such a brilliant information

Ada Morrison says

February 2, 2023 at 11:15 am

Thank you for the information.

Musana Elias says

February 28, 2023 at 8:29 am

Your work has cleared the misconceptions l had about the two Now clear thanks for your research

Mohanraj Sathuvalli says

April 6, 2023 at 4:32 pm

I found the article extremely useful It is precise and helps a reader understand the two terms without any ambiguity. Makes useful reading materials for teachers.

Farhana says

June 13, 2023 at 1:19 pm

want to know full name of Surbhi as I have to write reference in my assignment.

June 16, 2023 at 6:35 pm

This informative article clearly explains the difference between assessment and evaluation

El-Med says

September 9, 2023 at 10:48 pm

Thanks for your effort about those two concepts, I really understand their differences now

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• English (United States)
• English (United Kingdom)
• français (Suisse)
• norsk bokmål (Norge)
• português (Brasil)
• Deutsch (Deutschland)
•   SIRVA
• Learning Center

USING INTERCULTURAL ASSESSMENT AND TRAINING TO DEVELOP TALENT

Integrating intercultural training and assessments into your organization’s overall talent management process throughout the entire employee life cycle, versus just before international assignments, offers many benefits and advantages. First, it allows you to offer continuous learning and development opportunities for your employees. These opportunities help create pools of candidates that are ready for the next step in their career. Second, employees continuously develop competencies that are necessary for success in a global work environment.

Sirva understands the importance of developing employees’ cultural competencies throughout the employee lifecycle. We work with organizations to help them:

Following are best practices for creating a candidate pool that is ready for global opportunities, choosing the right employees for international assignments, getting them ready for assignment, supporting them while in their new location, and providing support when they return from the assignment.

Sirva’s Global Assessment Inventory , a proprietary tool for self-assessment, guides employees through a series of questions to measure attributes related to success in multicultural environments, which is essential when working with individuals from different backgrounds and cultures. Depending on the outcome of the assessment, you can add those individuals to your candidate pool to be considered when global opportunities arise.

While the Global Assessment Inventory helps your organization develop a talent pool, it also provides benefits for your employees. Upon completion of the tool, employees receive a report that outlines their areas of strength and highlights development opportunities. This gives the individual the chance to focus on specific areas to improve their cross-cultural effectiveness and helps them prepare to be a candidate for future international opportunities.

You can rely on your candidate pool as a source of prospective employees for international work opportunities. However, you may need additional support in selecting the right employee for an opportunity. There are several ways to ensure the best person is chosen from the pool.

In addition to using results from a self-assessment tool, potential candidates and their partners could participate in a more formal candidate assessment process that includes a candidate assessment tool, such as Sirva’s proprietary Overseas Assignment Inventory , behavioral interview with a certified Intercultural trainer, and risk assessment report. The Overseas Assignment Inventory evaluates cultural adaptability and measures attributes essential for successful adaptation to another culture. It also evaluates context factors that can either support or deter expatriates from completing a successful assignment.   

When an employee is chosen for an assignment, it is essential to ensure that he or she is well prepared for both the move and acclimation to the new location by providing intercultural training for the employee and any accompanying family members.

Customized intercultural training programs, such as Sirva’s Developing a Global Mindset training programs, help them develop the awareness, knowledge, and skills to have the global mindset and competencies to succeed. They also can address any concerns the employee and family may have about what to expect in their host country. Why is the training beneficial? Through training, employees and their families will understand the impact of culture in business and social relationships; learn vital information about the country of assignment; and develop skills for successful adaptation to life and work in the host country. Intercultural training programs include information about the language, customs, cultural and diversity sensitivities, and communication styles, as well as exploring how people in the host country might perceive the relocating employee and family.

One thing to remember is that accompanying partners are the ones who will likely engage most often with locals in the host country. They derive a great deal of benefit from dedicated training about what to expect as an accompanying partner in the new culture, and the support they can receive during the transition. Accompanying school-aged children benefit through an early and thorough understanding of the assignment location, what schools will be like, how to make new friends, and how to connect with other children at their school to make the transition easier.

When you provide this type of ongoing support for your on-assignment employees, you not only increase the odds of assignment success for the employees and families, but also demonstrate your commitment to employees’ success on assignment.

Returning to one’s home country after an assignment can be a difficult transition. Oftentimes, the focus is on the expatriation process, however many relocating employees need as much support returning to their home country as when they left. Employees and families don’t often expect things to change when they are on assignment. Providing employees with a repatriation training program, such as Sirva’s Leveraging a Global Mindset training program, helps the employee and their family with the adjustment back to their life after the assignment.

Sending the right person on the right assignment can be a powerful tool for your business. It is important that global mobility leaders recognize that employee selection is only the first step. Providing support to employees and families while on assignment and upon their return is pivotal to overall success. Candidate assessment solutions and intercultural training are powerful tools that companies can incorporate to achieve their overall talent management and business goals while strengthening their leadership ranks.

To learn more about Sirva’s tailored solutions to support candidate assessment and selection, intercultural training and cultural coaching, visit the Talent Development & Intercultural section of our website.

Smart. Helpful. Human. Responsible.

Pardon Our Interruption

As you were browsing something about your browser made us think you were a bot. There are a few reasons this might happen:

• You've disabled JavaScript in your web browser.
• You're a power user moving through this website with super-human speed.
• You've disabled cookies in your web browser.
• A third-party browser plugin, such as Ghostery or NoScript, is preventing JavaScript from running. Additional information is available in this support article .

To regain access, please make sure that cookies and JavaScript are enabled before reloading the page.

• Advanced Search

An empirical assessment of different word embedding and deep learning models for bug assignment

New citation alert added.

This alert has been successfully added and will be sent to:

You will be notified whenever a record that you have chosen has been cited.

To manage your alert preferences, click on the button below.

New Citation Alert!

Please log in to your account

Information & Contributors

Bibliometrics & citations, view options, recommendations, a bug assignment approach combining expertise and recency of both bug fixing and source commits.

Automatic bug reports assignment to fixers is an important activity for software quality assurance. Existing approaches consider either the bug fixing or source commit activities which may result in inactive or inexperienced developers suggestions. ...

Automated bug assignment: Ensemble-based machine learning in large scale industrial contexts

Bug report assignment is an important part of software maintenance. In particular, incorrect assignments of bug reports to development teams can be very expensive in large software development projects. Several studies propose automating bug assignment ...

An Empirical Study on Factors Impacting Bug Fixing Time

Fixing bugs is an important activity of the software development process. A typical process of bug fixing consists of the following steps: 1) a user files a bug report, 2) the bug is assigned to a developer, 3) the developer fixes the bug, 4) changed ...

Information

Published in.

Elsevier Science Inc.

United States

Publication History

Author tags.

• Bug assignment
• Word embedding
• Deep learning
• Classification
• Research-article

Contributors

Other metrics, bibliometrics, article metrics.

• 0 Total Citations
• 0 Total Downloads
• Downloads (Last 12 months) 0
• Downloads (Last 6 weeks) 0

View options

Login options.

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Share this publication link.

Copying failed.

Share on social media

Affiliations, export citations.

• Please download or close your previous search result export first before starting a new bulk export. Preview is not available. By clicking download, a status dialog will open to start the export process. The process may take a few minutes but once it finishes a file will be downloadable from your browser. You may continue to browse the DL while the export process is in progress. Download
• Download citation
• Copy citation

We are preparing your search results for download ...

We will inform you here when the file is ready.

Your file of search results citations is now ready.

Your search export query has expired. Please try again.

Assignments vs Assessments: When to Use Them

• Discussions
• Announcements

Blackbaud's Academics product offers educators plenty of ways to create new work for students. However, it may not always be clear which option is best suited to accomplish what you need. Let's talk about Assignments versus Assessments.

Leave a Comment

• Privacy Policy
• Privacy Resource Center
• Terms of Use
• Acceptable Use Policy
• General Data Protection Regulations
• Blackbaud Customer Support
• Knowledgebase
• © 2024 Blackbaud
• Powered by Personify Community