Like all specialties, assessment has its own vocabulary - its jargon. It is important to have some common understandings about what these terms mean. As a starting point, here are some definitions.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Analytical: The analytical assessment (sometimes called "detailed" assessment) process involves the assessor measuring the work against a set of analytical or detailed criteria, often using a scale of performance for reporting. Analytical assessment is more time-consuming (expensive) than holistic assessment, but it is more useful to individual teachers and student clients because the information it gives is more useful for diagnostic and formative judgements.

Assessment: Assessment is the gathering of data about a client's performance. The outcome of assessment is information. 

Authenticity: The aspects the instrument claims to assess are the same aspects the curriculum claims are important. The use of the instrument does not interfere with good instruction. The instrument supports good classroom practice.

Diagnostic: A diagnostic use of assessment focuses on identifying strengths and weaknesses in a client's performance, for the purpose of using the information to shape further curriculum intervention by the teacher.

Evaluation: Evaluation is the determination of the value of the data obtained through assessment. The outcome of evaluation is a statistic.

Fairness: Teachers, students, parents and administrators agree that the instrument has validity, reliability and authenticity, and they therefore have confidence in the instrument and its results.

Formative: A formative use of assessment focuses on measuring progress-so-far in a curriculum sequence.

Holistic: Holistic assessment (sometimes called "global" or "rapid impression" assessment) involves a process where the assessor scans the work quickly, basing a judgement on general qualities or weaknesses. Holistic assessment is often used in large-scale assessment projects where the overall results of the group are more important than specific data on each individual client. Holistic results are most useful for groups and least useful for individuals.

Objective: An objective assessment is one that is based on clear criteria that exist outside the assessor, and which the assessor applies without prejudice. Two assessors assessing the same piece should not differ much in their assessment.

Performance: An observable piece of work produced by a student or group of students.

Process: The procedures or paths followed by students in producing a performance.

Reliability: When the same piece of work is assessed - by the same assessor or by different people - using the same instrument a second or third time, the results will be much closer than if the assessors had used individual criteria. Two teachers assessing the same piece of work will give it very similar (if not exactly the same) results. The instrument is consistent in delivering what it claims to deliver.

Standardized test: This kind of test (sometimes called "norm-referenced") is used to measure the performance of a group against that of a larger group. Standardized tests are often composed of true/false or multiple-choice items, which are machine-scored. Scores on standardized tests are determined statistically, by establishing a "norm" for a large population of typical subjects and then measuring the performance of others against that norm. Standardized tests are often used in large-scale assessment projects, where the overall results of the group are more important than specific data on each individual client. Standardized tests are not authentic. They are most useful for reporting summative information, and are least useful for classroom diagnosis and formative purposes.

Standards test: This kind of test (sometimes called "criterion-referenced") is used to measure the performance of a group as small as one against a stated standard for performance. Standards tests can take many forms, including true/false and multiple-choice, but most commonly they attempt to use formats similar to those used as part of the regular classroom curriculum. Standards tests are most useful for diagnostic and formative purposes, but can also be used for summative reporting.

Subjective: A subjective assessment is one that is based on criteria that exist only or principally in the assessor. Two subjective assessors assessing the same item might differ widely in their assessment.

Summative: A summative use of assessment focuses on reporting performance or achievement at fixed end-points during a curriculum sequence.

Validity: The instrument works by assessing performance traits directly, rather than by assessing other indicators or correlatives. The instrument assesses what it claims to assess.