a students response to an assessment tool

students feedback that informs process or outcomes of teaching, learning, space dynamic.

classification of a student, a judgement that often results in a symbol (e.g. mark, grade, status)

a influence of summative assessment, degree of agency, collaboration, conference

selected response, chosen from options

free response, provided in own words, interpretation, performance.

the learning that was taught previously but now requires review or entire repeat of target.

the learning that was not taught previously and now must be introduced and assessed

the sequence, steps, or building blocks of learning process

the purpose, target, teaching setting, and related learning outcomes.

ability to adapt to a variety of learning settings, to a variety of disciplines, at various times

the extent to which an assessment measures what is known specifically

degree to which a students performance can be repeated, without compromising integrity.

degree to which a students performance related to the broader course, program, graduate profile.

extent to which the teacher uses similar assessment, materials, toward same outcome

the extent that teacher has no self-determination perhaps infusing UDL/UCD principles

opportunities for students to be graded with the highest scores from a larger series of assessments (e.g. 4 out of 6 tests, 5 out of 8 labs)

analysis of how all learners answer correctly or incorrectly on each question.

measurement/formula of how a students success in each question compared to performance on entire test or past assessments.

answer options provided for a students consideration that are NOR correct or best answer

a project or assignment that encompasses that learning to date from the entire course or program curriculum