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1. Use of the rubric when assessing student work, to assign a grade and provide feedback (and feedforward) to students.

2. Review (and modification) of the criteria and standards descriptors after marking of each assessment task

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Criterion referenced assessment is an important foundation for engaging students with the learning process. When done well, it:

Provides a shared language between students, teachers, and assessors about assessment.

Supports students to develop strong self-evaluation capacity, providing tools for them to review, refine, and improve their own work

Identifies what is valued in a curriculum and ensures that what is measured by assessment is the same as the skills, knowledge and understandings defined by the intended learning outcomes.

enables evaluation of how well students have achieved the unit's ILOs, and identification of teaching, learning, and assessment practices that may need review.

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Criterion referenced assessment (CRA) is the process of evaluating (and grading) the learning of students against a set of pre-specified qualities or criteria, without reference to the achievement of others (Brown, 1998; Harvey, 2004). The pre-specified qualities or criteria are what students have to do during assessment in order to demonstrate that they have achieved the learning outcomes. How well they do this is described at different levels - these are standards (or performance descriptors) often presented in a rubric. Thus, CRA is assessment that has standards which are 'referenced' to criteria.

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The purpose of Performance assessment is an occasion for students to perform through an activity what they've learned in class

For example : In science they can perform some experiments themselves based on what they learned previously in science.

The different reasons a teacher may use a performance assessment is to:
- evaluate student learning
- skill acquisition
- academic achievement at the conclusion of an instructional period

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Assessment for, assessment as and assessment of learning are approaches that enable teachers to gather evidence and make judgements about student achievement. These are not necessarily discrete approaches and may be used individually or together and formally or informally.

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Assessment for Learning
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Examples:  Formative and diagnostic

Assessment as Learning
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.

Examples:  Self and peer assessments

Assessment of Learning
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Examples:  Exams, portfolios, summative assessment

Sources:
Game, P. (n.d.). 6 types of assessment (and how to use them). Prodigy Education. Retrieved February 6, 2022, from https://www.prodigygame.com/main-en/blog/types-of-assessment/

Assessment for, as and of learning. Approaches | NSW Education Standards. (n.d.). Retrieved February 6, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

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The purpose of formative assessment is to monitor student learning and provide ongoing feedback to staff and students.

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The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

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Here are some more types of diagnostic assessments that can be used for assessing students:

Journals

Quiz/test

Conference/interview

Posters

Performance tasks

Mind maps

Gap-closing

Student surveys

Anticipation guides

Graffiti walls

Word splash

Parallel activity

Formal assessment

KWL

There are various advantages of different types of diagnostic assessment in education that help achieve the purpose of diagnostic assessment, which is to improve quality. These are:

They provide insights to educators to create customized instructions.

They are usually informal and easy to use.

They don’t require high-level training and don’t have standardized protocols to follow.

Teachers can further refine or change their methods at any time. For instance, a teacher can start with easier diagnostic assessment examples like MCQs and then move on to journals or audits.

Such assessments show quick results once you’re used to them.

Instructors can easily share their learnings with their peers.

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The Diagnostic Assessment benefits both the instructor and the students. First, it allows teachers to plan meaningful and efficient instruction. When a teacher knows exactly what students know or don't know about a topic, she can focus lessons on the topics students still need to learn about rather than what they already know. This cuts down on student frustration and boredom.

Second, it provides information to individualize instruction. It may show a teacher that a small group of students needs additional instruction on a particular portion of a unit or course of study. He can then provide remediation for those students so that they can fully engage with new content. Similarly, if a teacher discovers that a group of students has already mastered a large portion of a unit of study, he can design activities that allow that group to go beyond the standard curriculum for that topic through independent or small group study.

Finally, it creates a baseline for assessing future learning. It shows both the teacher and the students what is known before instruction has occurred. Thus, it sets a baseline on a topic. As the students move through instruction, they can see what they are or aren't learning, and the teacher can provide remediation or enrichment as needed.

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The Diagnostic Assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning