Know

Assessment 

Basics

Types of 

Assessment

Basics of 

Criteria

Teacher to Student 

Feedback

Peer to Peer 

Feedback

Student Ownership of

 Learning

• I can define what assessment is and its purpose.

• I can explain the differences between grading and assessment.

• I can define what student learning outcomes are and their purpose in assessment.

• I can distinguish the differences among program, course, unit, and lesson learning outcomes.

• I can explain the differences between formal and informal assessment.

• I can distinguish the differences between formative and summative assessment.

• I can explain the differences among Assessment OF, FOR, and AS Learning.

• I can explain what a rubric is and its purpose in assessment.

• I can define what a criterion is and its use in rubrics.

• I can define what student performance indicators are and their importance.

• I can explain what feedback is and its importance in assessment.

• I can distinguish between prescriptive and descriptive feedback.

• I can explain the importance of peer-to-peer feedback in different learning environments.

• I can identify peer-to-peer feedback techniques and activities.

• I can explain the importance of students setting their own criteria in different learning environments. 

• I can explain the importance of self-assessment in learning environments.

• I can identify self-assessment techniques and tools.

Apply

• I can construct measurable student learning outcomes.

• I can unpack the course learning outcomes to tangible skills that students will demonstrate through different units.

• I can use different formal and informal assessment techniques to assess Student Learning Outcomes. 

• I can design formative and summative assessments that aligns with my units’ learning outcomes.

• I can design a variety of assessment artifacts using the principles of Assessment OF, FOR, and AS Learning.

• I can develop rubrics with clear criteria and performance indicators.

• I can assess student performance using a rubric.

• I can provide descriptive and prescriptive feedback to my students based on given criteria.

• I can design assessment activities that allow students to provide feedback to each other.

• I can provide my students with clear guidelines on providing effective peer-to-peer feedback.

• I can design learning experiences where students set their own learning criteria based on the student learning outcomes.

• I can design learning experiences where students assess themselves using their own criteria.