Assessment as Learning

Metacognitive assessment can be a powerful tool in active, significant learning. With guidance from a caring instructor students engage in self-regulating, self-directed tasks, primarily characterized by reflections on one's learning habits, styles, needs and strategies for success. In contrast to assessment FOR and OF learning, metacognitive assessment represents assessment AS learning.

Designing Authentic Assignments

Formative Assessment

Formative assessment refers to any diagnostic procedure in which a teacher collects and uses feedback about student learning—while students are in the process of learning new knowledge or skills, working on assignments or learning activities, etc. The purpose of formative assessment is to use feedback to modify teaching practices, course materials and learning activities to improve student learning. 


A rubric is a framework and guideline for evaluating students’ work. A rubric describes the criteria used to judge student performance, and distinguishes different levels of quality in student work. It can be used to give identify and feedback about students’ progress as well as judge final performance.

Test Enhanced Learning

In higher education, tests are one of the primary ways we assess student learning. However, testing can also be a powerful way to enhance student learning. For nearly 100 years researchers have known that when people try to recall what they learned previously, it improves their learning.