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This assessment checklist is not meant to be exhaustive. Rather it provides areas for you to
consider and reflect on that will help ensure that the assessments you design and administer are
meaningful for your students, as well as ensuring that it is a positive experience for them, and for
(Hazel Owen, 2016)
Am I over assessing?
If assurance is required that learners are progressing towards a high
stakes assessment, what could you use other than ‘milestone’ or mini
How am I going to make the assessment scaleable / manageable?
What provision for feedback is there?
How will I know that my students are receiving the feedback they need?
What about peer responses?
● How am I going to coordinate / track?
● Ensure quality?
● Support my students to make formative responses?
How am I going to help prevent the assessment becoming a compliance
For multiple-choice assessments:
● Is the prompt framed in the positive?
● Are the choices consistent in form, content and length?
● Are they ordered in a logical sequence?
● Are they all plausible?
● Is there room for my students conclude (on their own) from the
results / justify their decision?
What do my students want to learn? How do I know?
What do external stakeholders want / need students to learn? How do I
What does the curriculum require my students learn (generic or subject
At what level of mastery?
Can my learners see the relevance of this assessment? How do I know?
What does the assessment measure?
● Does the assessment provide opportunities for learners to
demonstrate the skills/knowledge identified in the learning
outcomes of the course?
● Does it align with the programme outcomes?
● Does it align with the graduate profile?
Where appropriate, is there opportunity for the learner to participate in
establishing the learning / assessment criteria?
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Will there be an opportunity for any cooperative or collaborative aspect to
What opportunities are there for my students to choose or negotiate:
● what the marking criteria are / what they are going to be assessed
● the topic?
● the format / media of their submission?
What are the copyright implications of any resources being included in the
How will sufficient guidance and support be provided to learners doing this
● tasks broken into manageable sections?
● guidelines clear?
● there concrete prompts / questions?
● there prompts for reflection?
● templates provided?
● are models / examples provided?
● marking criteria available in advance?
● tips, strategies, and procedures provided?
● approximate time frames to complete the assessment stated?
● specific requirements stated - e.g. deadline(s); submission
● timeframes that feedback will be given stated?
● items well-formatted? Free of typos?
● there indications for every (part of an) assessment of how many
points it is worth (if relevant)?
How will a learner be able to evaluate / assess their progress? Rubrics?
Suitable marking criteria?
How have you planned to support learners to develop a sense of a
learning community? (i.e. what approach will be used to best enable a
learning community to develop)?
Has the assessment been peer-checked?
How will feedback be given? (e.g. via the gradebook, discussion forums,
email or personal phone call, notes attached to assessments / tasks
submitted in assignment submission area)?
Will it be appropriate to include opportunities for learners to provide peer
support and critique of each other's work?
Is each assessment item neutral? (i.e. does it advantage or disadvantage
my students because of characteristics, such as, race, gender,
socioeconomic status or religion?)
Are all resources in, or required by, the assessment:
Ethos Consultancy NZ
not dependent on a specific browser?
accessible (e.g. by a screen reader)?
compatible with multiple devices?
Have marking criteria / rubric(s) been peer checked?
Are all tutors / facilitators who are also grading this assessment using the
same criteria / rubric?
What rationale is provided for why choices are correct or incorrect? Has
an exemplar response been provided (if applicable)?
With my rubric:
Ethos Consultancy NZ
are the dimensions aligned to the learning outcomes I want to
is there logical progression across the rubric?
are dimensions distinct when compared with one another?
is there a precise description of performance and/or performance