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Every part of a product or performance must be assessed independently, but within the context of the assessment. A student may excel in the mechanical aspects of writing, but lacks an understanding of plot development, or vice versa. Making note of these nuances within a student's work makes feedback and assessment more individualized to the student's needs and strengths. This is what make rubrics a necessary part of assessing understanding.

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Use multiple facets of understanding when creating assessments.  (Ex. Don't just have students create a product without allowing them to interpret and self-assess it too.)

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Parallel version of same content across different access formats for assessment

E.g. traditional quiz/test, group presentations, informal/formative, art, media, etc.

Diverse formats improves quality of evidence

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A single product or piece of work may not be connected to the larger goals of learning.

To help with this:
-Give goals
-Regularly ask students to give reasons for answers
-Show connections to larger principles or ideas in the answers

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Prepare for misunderstandings by creating pre-assessments and post-assessments.

Example: Do students understand the process of isolating variables as part of a science investigation?

Roland wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results. Is there a problem with Roland’s plan that will make it hard for him to know which spot remover is best? Explain.

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Compare and evaluate the 6 facets of understanding in your assessment. Infer the meaning of this in your evaluation.
6 Facets of Understanding:
Explain
Interpret
Apply
Perspective
Empathize
Self-Knowledge

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Quality performance attributes could mask a lack of understanding. (Ex. A student with great verbal skills sounds like they understand more than they really do).  Challenge students to transfer their understanding to a related problem.

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Correctness and percentages do not necessarily equate to student understanding. Students can easily mask their lack of understanding if they happen to be good "test takers."