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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
you.
(Hazel Owen, 2016)
ASSESSMENT
ASPECTS
DESIGN
CHECKLIST QUESTIONS
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
assessments?
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
activity?
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?
RELEVANCE
CHOICE
What are the copyright implications of any resources being included in the
assessment?
SUPPORT /
REQUIREMENTS
How will sufficient guidance and support be provided to learners doing this
assessment? Are
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
requirements?
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?
FEEDBACK
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?
BIAS
Ethos Consultancy NZ
freely available?
not dependent on a specific browser?
accessible (e.g. by a screen reader)?
compatible with multiple devices?
2
GRADING
Ethos Consultancy NZ