Typology of Assessments

Type Description

Formative Assessments that occur while student learning is taking place with the intent to
modifications in teaching and learning; assessments are not graded or used fo

Summative Assessments that occur at the end of a unit, course, or program with the intent
student learning for grades, transcripts, or other audiences

Direct Assessments that provide evidence of student learning which is tangible, visib
explanatory; assessment prompts students to demonstrate their learning or pro
that observers can assess how well students are meeting intended learning ou
of direct assessment techniques.pdf

Indirect Assessments that provide signs that students are probably learning, but eviden
what they are learning is less clear or convincing; assessment captures studen
employer perceptions of learning and of the educational environmentExamples
assessment techniques.pdf

Norm- Assessment that compares the student’s performance to a norm or average of

referenced other, similar students

Criterion- Assessment that evaluates the student’s level of proficiency in or mastery of so

referenced skills

Objective Assessment that needs no professional judgment to score correctly; examples

choice and true-false exams

Subjective Assessment that yields many possible answers of varying quality and require p
judgment to score

Traditional Assessments that ask students to select a response to a contrived question

Authentic Assessments that ask students to demonstrate their skills through the use of re

Local Assessments created by faculty internal to the institution

Published Assessments published by an organization external to the institution and used

institutions

Quantitative Assessments that use structured, predetermined response options that can be
meaningful numbers and analyzed statistically

Qualitative Assessments that provides verbal descriptions of what was discovered via obs
methods; analyzed by looking for recurring patterns and themes

A Typology of Assessments