Course Title: Pedagogy

Topic: Principles of Assessment and Evaluation

Facilitator: Rev. Dr. Johnson Thomas Kutty

Presenter: Anika

Table of Contents
Introduction
1. Understanding the concept of Evaluation and Assessment
2. Concepts and types of assessment in teaching and learning: formal, informal,
Diagnostic, formative and summative
2.1. Formal and Informal
2.2. Formative Assessment
2.2.1. Types of Formative Assessment
2.3. Diagnostic Assessment
2.3.1. Types of Diagnostic Assessments
2.4. Summative Assessment
2.4.1. Types of Summative Assessment
3. Assessment practices in Theological Colleges/ Seminaries
4. Principles of Assessing Student Learning
5. Models of Quality Assessment and Evaluation- CCE
5.1. Features of Continuous Evaluation
5.2. Features of Comprehensive Evaluation
5.3. Impact of CCE on students, teachers and parents
6. Question paper Setting Guidelines and Record Maintenance
6.1. Guidelines
6.1.1. Choosing the type of question
6.1.2. Number of Questions that should be used
6.1.3. Helping students become question- wise
6.2. Record Maintenance
6.2.1. Help students to learn
6.2.2. Help teachers to learn
7. Building Capacity for Enhancing Classroom Assessment
7.1. The need for building teacher’s capacity in classroom assessment
7.2. Teacher capacity-building for effective response to challenges of classroom
assessment
7.2.1. Creating effective classroom assessments
7.2.2. Examining grading and reporting practices
8. Evaluation and Conclusion
Bibliography
Introduction

Evaluation and assessment are necessities for helping the learner grow and develop in the
process of learning. Therefore, in this paper the presenter will highlight the significance of
evaluation and assessment in learning.

1. Understanding the concept of Evaluation and Assessment

Evaluation is a process to find out whether the learning experiences that was developed and
organized are actually producing the desired results that will help to identify the strengths and
weakness of the plans.1 Evaluation gives result of how far the curriculum is effective and in
what respects it needs improvement and so it is an analytical process that is intrinsic to good
teaching and learning.2
Assessment is not simply an end-of-course exercise to determine student’s grades but a
means for enabling the students to have learning experiences.3 Assessment throughout a
course communicates one’s goal to students so that they can learn more effectively; it will
help one pace the development of the course and also help in the process of assigning
grades.4
2. Concepts and types of assessment in teaching and learning: Formal, informal,
Diagnostic, formative and summative

Assessment is integral to the teaching-learning process, facilitating student learning and

improving instruction, and can take a variety of forms. Classroom assessment is generally
divided into three types: Diagnostic, Formative and Summative.5 Although three are
generally referred to simply as assessment, there are distinct differences between the three.

2.1. Formal and Informal

Assessment can be either formal or informal. Formal assessment usually implies a written
document, such as a test, quiz, or paper. A formal assessment is given a numerical score or
grade based on student performance, whereas an informal assessment does not contribute to a
student's final grade. An informal assessment usually occurs in a more casual manner and
1
Hilda Tapa, Curriculum Development: Theory and Practice (New York: Harcout, Brace& World,
1962), 311.
2
Paul Ramsden, Learning to Teach in Higher Education (London: Routledge, 2003), 209.
3
Marilla D. Svinicki and Wilbert J. McKeachie, McKeachie’s Teaching Tips: Strategies, Research, and
Theory for College and University Teachers (Belmont: Wadsworth, 2014), 74.
4
Svinicki and McKeachie, McKeachie’s Teaching Tips, 74.
5
“Types of Classroom Assessment,” n.p. [cited on 2nd August 2019]. Online:
www.learnalberta.ca/content/mewa/html/assessment/types.html.
may include observation, inventories, checklists, rating scales, rubrics performance and
portfolio assessments, participation, peer and self-evaluation, and discussion.6

2.2. Formative Assessment

Formative assessment provides feedback and information during the instructional process,
while learning is taking place, and while learning is occurring. Formative assessment
measures student progress but it can also assess your own progress as an instructor. A
primary focus of formative assessment is to identify areas that may need improvement. These
assessments typically are not graded and act as a gauge to students’ learning progress and to
determine teaching effectiveness (implementing appropriate methods and activities).7

2.2.1. Types of Formative Assessment8

i. Observations during in-class activities

ii. Homework exercises as review for exams and class discussions, question and answer
sessions, both formal—planned and informal—spontaneous.

iii. Conferences between the instructor and student at various points in the semester.

iv. In-class activities where students informally present their results.

v. Student feedback collected by periodically.

2.3. Diagnostic Assessment

Diagnostic assessment helps to identify students’ current knowledge of a subject, their skill
sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing
students’ strengths and weaknesses can help better plan what to teach and how to teach it.9

2.3.1. Types of Diagnostic Assessments10

i. Pre-tests (on content and abilities)

ii. Self-assessments (identifying skills and competencies)

iii. Discussion board responses (on content-specific prompts)

6
David Carless, Excellence in University Assessment: Learning from Award Winning Practice
(London: Routledge, 2015), 29.
7
Banta, The Hallmark of Effective Outcomes Assessment, 18.
8
K. Anandan, “Perspectives on Assessment and Evaluation,” n.p. [cited on 2nd August 2019]. Online
www.bdu.ac.in/cde/docs/ebooks/B-Ed/I/ ASSESSMENT%20FOR%20LEARNING.pdf.
9
N. K. Denzin, and Y. S. Lincoln, Handbook of Qualitative Assessment (London: Thousand Oaks,
Sage, 2000), 19.
10
Anandan, “Perspectives on Assessment and Evaluation,” n.p.
 iv. Interviews (brief, private, 10-minute interview of each student)

2.4. Summative Assessment

Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process. Typically, no more
formal learning is taking place at this stage, other than incidental learning which might take
place through the completion of projects and assignments.11

2.4.1. Types of Summative Assessment12

i. Examinations (major, high-stakes exams)

ii. Final examination (a truly summative assessment)

iii. Term papers (drafts submitted throughout the semester would be a formative
assessment)

iv. Projects (project phases submitted at various completion points could be formatively
accessed)

v. Portfolios (could also be assessed during its development as a formative assessment)

vi. Performances

vii. Student evaluation of the course (teaching effectiveness)

viii. Instructor self-evaluation

3. Assessment practices in Theological Colleges/ Seminaries

Much of the assessment conducted by the theological colleges and the Senate appears to be
summative assessment in nature. Examinations including final examination, term papers,
projects and performances. The primary system of evaluating a student’s progress in a
theological institution appears to be through grading system. The performance of the
weekend ministry too is quantified through grading system for the students of Bachelor of
Divinity (BD). While tests, nature and critical analysis of the assignments, grading system
may vary according to the program, the principle of the assessment and evaluation remain the
same. However, there remains a large vacuum in terms of need of the ministry which the
curriculum of the college fall short of equipping. Furthermore, the assessment and evaluation
does not reflect the overall development of the candidate in terms of extra-curricular

11
Denzin, and Lincoln, Handbook of Qualitative Assessment, 19.
12
Anandan, “Perspectives on Assessment and Evaluation,” n.p.
activities nor the ministerial experiences. It thus means the institutions are not giving priority
to the task of mentoring. There are some groups thus who will benefit and others will be left
out.

4. Principles of Assessing Student Learning

Principle-1 Assessment should be valid.

Validity ensures that assessment tasks and associated criteria effectively measure student
attainment of the intended learning outcomes at the appropriate level.13

Principle 2 - Assessment should be reliable and consistent.

There is a need for assessment to be reliable and this requires clear and consistent processes
for the setting, marking, grading and moderation of assignments.14

Principle 3 - Information about assessment should be explicit, accessible and transparent.

Clear, accurate, consistent and timely information on assessment tasks and procedures should
be made available to students, staff and other external assessors or examiners.15

Principle 4 - Assessment should be inclusive and equitable.

As far as is possible without compromising academic standards, inclusive and equitable

assessment should ensure that tasks and procedures do not disadvantage any group or
individual.16

Principle 5 - Assessment should be an integral part of programme design and should relate
directly to the programme aims and learning outcomes.
Assessment tasks should primarily reflect the nature of the discipline or subject but should
also ensure that students have the opportunity to develop a range of generic skills and
capabilities.17

Principle 6 - The amount of assessed work should be manageable.

13
“Principles of Assessment,” n.p. [cited on 7th August 2019]. Online
https://www.education.act.gov.au/_data/assets/pdf file/0011/297182/Teachers-Guide-To-Assessment.pdf.
14
“Principles of Assessment,” n.p.
15
“Principles of Assessment,” n.p.
16
A. Gravells, Achieving your Assessment and Quality Assurance Units (London: Learning Matters
SAGE, 2014), 16.
17
Gravells, Achieving your Assessment and Quality Assurance Units, 16.
The scheduling of assignments and the amount of assessed work required should provide a
reliable and valid profile of achievement without overloading staff or students.18

Principle 7 - Formative and summative assessment should be included in each programme.

Formative and summative assessment should be incorporated into programmes to ensure that
the purposes of assessment are adequately addressed. Many programmes may also wish to
include diagnostic assessment.19

Principle 8 - Timely feedback that promotes learning and facilitates improvement should be
an integral part of the assessment process.20

Students are entitled to feedback on submitted formative assessment tasks, and on summative
tasks, where appropriate. The nature, extent and timing of feedback for each assessment task
should be made clear to students in advance.21

Principle 9 - Staff development policy and strategy should include assessment.

All those involved in the assessment of students must be competent to undertake their roles
and responsibilities.22

5. Models of Quality Assessment and Evaluation- CCE

Continuous and Comprehensive Evaluation refers to a system of school based evaluation that
covers all aspects of students’ personality. Continuous means that the evaluation of identified
aspects of student’s growth and development is a continuous process rather than an event. It
is built into the teaching learning process and spread across the entire academic session.
Comprehensive means the scheme attempts to cover both the scholastic and co-scholastic
aspect of student’s growth and development.23

To evaluate information on student learning, teachers need to consider information from

various sources, including student products, paper tests, observations, reflections on the
communication between student and teacher, communication between peers. This means that
there need to be clear balance between formative and summative learning achievement. Both
summative and informative assessments are essential in order to gather information on

18
Gravells, Achieving your Assessment and Quality Assurance Units, 17.
19
“Principles of Assessment,” n.p.
20
“Principles of Assessment,” n.p.
21
Gravells, Achieving your Assessment and Quality Assurance Units, 17-18.
22
Gravells, Achieving your Assessment and Quality Assurance Units, 18.
23
Billa Raja Kishore, “A Study on the Continuous and Comprehensive Evaluation (CCE) Process in
Secondary Schools in Gundur District,” IJRHAL (January 2018): 347-352 (348).
student learning. It is necessary that the learner acquires a clear picture of where the students
are in relation to the standards or learning targets. Instruction has to be modified based on this
information thus enabling students to continue to move forward.24
5.1. Features of Continuous Evaluation25
i. The continuous aspect of CCE takes care of continual26 and periodicity27 aspect of
evaluation.
ii. Evaluation is continuous because every action of the pupil is a part of the evidence
which the teacher gathers in order to better understand the pupil.
iii. Evaluation is not limited to the weekly test or the final examination. Every question
the pupil asks, every assignment the pupil completes, in short everything which he
does, in and out of the classroom contributes to the total evidence which the teacher
gathers.
5.2. Features of Comprehensive Evaluation28
i. The comprehensive component of CCE takes care of assessment of all round
development of the child's personality and includes assessment in scholastic as well as
co- scholastic aspects of the pupil's growth.
ii. Co-scholastic aspects of the pupil's growth. Curricular areas or subject specific areas
are included in scholastic aspect whereas co-scholastic aspects include life skills, co -
curricular, attitudes, and values.
iii. Formal and informal assessment in scholastic areas is done using multiple techniques
of evaluation continually and periodically. The causes of poor performance in some
units are diagnosed using diagnostic tests at the end of unit/term test. These are
followed up with appropriate interventions followed by retesting.

24
Allen R. And A. West, “Religious Schools in London: school admissions, religious composition and
selectivity,” ORE (September 2009): 471-494(475).
25
A. Mondal and J. Mete, “Continuous and Comprehensive Evaluation –An Appraisal,” IIE (August
2017):121-138 (122).
26
Continual means assessment of students in the commencement of instructions (placement evaluation)
and assessment during the instructional process (formative evaluation) done informally using multiple
techniques of evaluation. Sesadeba Pany, “Continuous and Comprehensive Evaluation: A Paradigm
Shift in Evaluation,” n.p. [cited on 4th August 2019]. Online:
https://www.reserachgate.net/publication/303819772.
27
Periodicity means assessment of performance done frequently at the end of unit/term (summative).
Pany, “Continuous and Comprehensive Evaluation: A Paradigm Shift in Evaluation,” n.p.
28
B.N. Panda, “Status of Continuous and Comprehensive Evaluation at Elementary Stage,” JAER (July
2015): 1-19 (5).
 iv. Assessment in co-scholastic areas is done using multiple techniques on the basis of
identified criteria, while assessment in life skills is done on the basis of indicators of
assessment and checklists.
v. Evaluation is comprehensive because evidence is obtained regarding pupils’ abilities,
interests, health, adjustment, achievement, character-in fact, every aspect of the total
personality.
5.3. Impact of CCE on students, teachers and parents29
i. By continuous evaluation, children can know their strengths and weaknesses.
CCE helps the child in self-assessment.
ii. Through CCE a child can recognise in which areas of instruction more importance is
required.
iii. It helps the teacher in recognizing and encouraging specific abilities of students, who do
not excel in academics but perform well in other co-curricular areas.
iv. It actively involves the learner in the learning process by employing variety of
teaching aids and techniques.
v. It helps the teacher by identifying learning difficulties in grasping certain
competencies and the intensity of such learning difficulties.
vi. It strengthens the process of evaluation and provides remedial measures to improve
the quality of teaching.
vii. To improve or modify instructional strategies to enrich the quality of teaching.
viii. Aware the parents about the progress of their child in the various aspects of schooling
through meetings with teachers and report cards. Helps them in dealing with the
problems faced by the children.
6. Question paper Setting Guidelines and Record Maintenance
6.1. Guidelines

In planning a test there is a need to use a mix of different types of questions in order to
balance measurement of the varied goals of education. The following describes the
guideline for the construction of a question paper.

6.1.1. Choosing the type of question

Teachers often base their choice of question types solely on class size, using multiple-choice
tests for large classes, short answer questions for medium-sized classes, and essay questions

29
Panda, “Status of Continuous and Comprehensive Evaluation at Elementary Stage,” 6.
for small classes. Class size certainly is an important factor, but the educational goal should
take precedence. Thus, higher-level goals almost always will require the use of some essay
questions, problem type, short answer type, true-false items and multiple-choice items.30
6.1.2. Number of Questions that should be used
The number of questions should depend on the type and difficulty of each question.
According to Mckeachie, one minute is allowed per item for multiple-choice or fill-in-the
blank items, two minutes per short-answer question requiring more than a sentence answer,
ten or fifteen minutes for a limited essay question, and a half-hour to an hour for a broader
question requiring more than a page or two to answer.31
6.1.3. Reducing student’s frustration and aggression

Most teachers who are at the level of beginners find the aggression that students direct
against them after a test very disturbing. It is likely to impair the instructor’s rapport with the
class and may actually be a block to learning. Thus, strategies for reducing the aggression
seem to be advisable. The most obvious solution to the problem is to reduce students’
frustration when taking tests. One can do so by emphasizing the contribution the course make
to students’ long-range goals. Periodic assessments of learning to help students assess their
own progress and to help the teacher identify problems, as well as frequent explanations as to
why and how you set the questions and assess learning, should reduce students’ anxiety and
frustration.32
6.1.4. Helping students become question- wise
It is essential to orient the students in matters regarding to the types of questions that are to be
expected. This does not mean handing out the questions prior to the rest but rather equipping
the students how to answer the questions and familiarizing them with the format. For
instance, simple instruction for essay exams can be provided, such as the one given below:33

i. Outline your answer before writing it. This provides a check against common error of
omitting one part of the answer.
ii. If a question completely baffles you, start writing on a rough paper, making note of
anything you know that could possibly be relevant.

30
Marilla D. Svinicki and Wilbert J. McKeachie, McKeachie’s Teaching Tips: Strategies, Research,
and Theory for College and University Teachers (Belmont: Wadsworth, 2014), 74.
31
Svinicki and McKeachie, McKeachie’s Teaching Tips, 87-89.
32
Svinicki and McKeachie, McKeachie’s Teaching Tips, 91.
33
Svinicki and McKeachie, McKeachie’s Teaching Tips, 92-93.
 iii. If you are still at a loss, admit it, write a related question that you can answer. Most
instructors will give you at least a few points more than if you wrote anything
iv. Write as well as you can. Even if one intends not to grade on wring ability, it is often
influenced when there is a struggle to read poor handwriting or surmount poor
grammar and sentence structure.

Such instruction makes the students prepared for the questions. The teacher’s intention is not
to outsmart or take a test merely for checking their “test-ability.” Rather it would show the
teacher’s interest in developing and helping the students to get high grades with less
anxiety.34

6.2. Record Maintenance

It is always good to keep a record of the progress and work of the students. This helps in
building up and keeping a track on not only the progress of the students, but works as a
helpful reference for the teachers as well.
6.2.1. Help students to learn
The most important function of maintaining a record of tests is not to provide a basis for
knowing one’s grade alone. Rather, they are also important educational tool. They not only
help a student identify the areas that he or she is good at and also the areas where one needs
to put more attention on. But also help in providing corrective feedback on how to work on it.
Thus, a record has to be properly maintained without biased observation and in a healthy
manner for the growth and development of the student.35
6.2.2. Help Teachers to Learn
Record maintenance of the tests has not only diagnosed student’s weaknesses but also reveal
areas where teaching failed to achieve its purpose. The records help a teacher to identify
some things about which the entire class seems a bit shaky. In addition, there may be areas of
difficulty experienced by certain sub-groups of students-perhaps those with background
knowledge or experience different from the rest of the class. Record maintenance helps the
teacher to think about what one need to do as well as about the students need to do.36

7. Building Capacity for Enhancing Classroom Assessment

34
Svinicki and McKeachie, McKeachie’s Teaching Tips, 92-93.
35
Svinicki and McKeachie, McKeachie’s Teaching Tips, 104.
36
Svinicki and McKeachie, McKeachie’s Teaching Tips, 105.
Certain measures need to be taken in order to enhance and develop healthy classroom
assessment. Capacity building has been readily seen in the research literature as a means to
educational reform.37 Education, whether at the basic, secondary or tertiary level or as a
social institution is subject to change in response to social dynamics. Curricular changes
demand for changes in approaches and methods of teaching as well as the techniques of
student assessment. Thus, one of these new demands is building of teacher capacity for
enhancing classroom assessment.38
7.1. The need for building teacher’s capacity in classroom assessment
Capacity is “the ability to understand or do something” and building is “an increase in the
amount of something over a period of time.” Building capacity of teacher in education
process therefore, is the conscious attempt at upgrading, renovating, and acquiring skills,
abilities and strategies that must increase consistently over time. It is to enable teachers to
react appropriately to academic dynamics including professional training, lesson delivery,
effective use of instructional materials, teachers communication skills, provision of effective
role model, effective discipline and students’ control, improved conditions of service and
most importantly, quality of classroom assessment to determine the needs of his/her learners
in the learning process.39
7.2. Teacher capacity-building for effective response to challenges of classroom
assessment
Actualizing assessment reform at the classroom level is a long-term endeavour that will not
happen as a result of a single workshop or conference. Such reform involves learning about
and then implementing more effective assessment methods and strategies in the classroom
with their students.40 To achieve these, the following initiatives are vital in building teacher
capacity in classroom assessment to improve student learning.
7.2.1. Creating effective classroom assessments
Effective assessment can be achieved by:41
i. Teachers being trained on how to develop high classroom assessment through
workshops and use of models.

37
Gail Mayotte, “Enhancing Capacity to improve Student learning,” CE (July 2013): 260-270 (268).
38
Matthew Gimba, “Building teacher capacity in classroom assessment to improve student learning in
basic educational level,” n.p. [cited on 7th August 2019]. Online: http://hrmars.com/admin/pics/299.pdf.
39
Gimba, “Building teacher capacity in classroom assessment,” 886.
40
Gimba, “Building teacher capacity in classroom assessment,” 886.
41
Gimba, “Building teacher capacity in classroom assessment,” 889.
 ii. Government preparing and providing explicit guidelines describing good classroom
assessment practices and
iii. Teachers creating assessments and asking for an expert’s feedback on their quality.
7.2.2. Examining grading and reporting practices
To effectively practice this:
i. Guidelines that articulate principles of good classroom assessment must be developed
and revised with teacher’s input.
ii. Teacher capacity should be developed here to understand how to use assessment to
improve the quality of student learning and not just to grade.
iii. Teachers capacity need to be developed in the areas of understanding the importance
of (a) focusing on the more recent assessment evidence (b) viewing grading as more
than number crunching (i.e. reporting achievement on targets or standards) and (c)
reporting achievement separately from behaviour.42
8. Evaluation and Conclusion

This paper has attempted to draw out the various forms of evaluation of assessing the
students learning capacity. These forms acknowledge not that all the students have different
capacities and various ways of learning. The assessment and evaluation is a reflection of the
content or information the candidate has acquired during the programme.
The presenter has also brought out the necessity to select question types that target one’s
educational goals. It has also pointed out the need that just as a teacher to spend time
preparing the questions. The presenter also feels that the different types of questions should
be used and that a student must be oriented well as to what format of questions is to be
expected.
There is also a major need to understand the necessity and significance of record
maintenance. It is a process not just to preserve the grades, achievements or failures of each
student but a process that can help in the process of learning and developing. Maintaining of
records help not only the students to know where they stand but the teachers as well. Areas
needed for improvement and strengths of the students as well as teachers can be assessed
through the records that have been reserved. Thus, while maintaining records it would be
more beneficial to not just save grades and scores but leave constructive feedbacks that will
enhance the learner.

42
Gimba, “Building teacher capacity in classroom assessment,” 889.
As we analyzed, only through classroom assessments can teachers gain a holistic picture of
what students know and are able to do. Some implications can be drawn out for building
capacity for enhancing classroom assessment. Firstly, teachers should put effort to attend
seminars, workshops and conferences regularly to update their professional competence in
classroom assessments. Secondly, teachers should be trained and retrained to update their
professional status in order to effectively respond to the changing needs of new methods of
classroom assessments.
Bibliography

Carless, David. Excellence in University Assessment: Learning from Award Winning Practice
London: Routledge, 2015.

Denzin, N. K. and Y. S. Lincoln, Handbook of Qualitative Assessment. London: Thousand

Oaks, Sage, 2000.

Gravells, A. Achieving your Assessment and Quality Assurance Units. London: Learning
Matters SAGE, 2014.

Ramsden, Paul. Learning to Teach in Higher Education. London: Routledge, 2003.

Svinicki, Marilla D. and Wilbert J. McKeachie, McKeachie’s Teaching Tips: Strategies,

Research, and Theory for College and University Teachers. Belmont: Wadsworth,
2014.

Tapa, Hilda. Curriculum Development: Theory and Practice. New York: Harcourt, Brace&
World, 1962.
Articles

Kishore, Billa Raja .“A Study on the Continuous and Comprehensive Evaluation (CCE)
Process in Secondary Schools in Gundur District.” International Journal of Research
in Humanities, Arts and Literature (January 2018): 347-352.

Mayotte, Gail. “Enhancing Capacity to improve Student learning.” Catholic Education

(July 2013): 260-270.

Mondal, A. and J. Mete, “Continuous and Comprehensive Evaluation –An Appraisal.” Issues
and Ideas in Education (August 2017):121-138.

Panda, B.N. “Status of Continuous and Comprehensive Evaluation at Elementary Stage.”

Journal of all India Association for Educational Research (July 2016): 1-19.
R. Allen and A. West. “Religious Schools in London: school admissions, religious
composition and selectivity.” Oxford Research Education (September 2009): 471-
494.
Webliography

Anandan, K. “Perspectives on Assessment and Evaluation.” Cited on 2nd August 2019. No

Pages. Online www.bdu.ac.in/cde/docs/ebooks/B-Ed/I/
ASSESSMENT%20FOR%20LEARNING.pdf.

Gimba, Matthew. “Building teacher capacity in classroom assessment to improve student

learning in basic educational level.” No Pages. Cited on 7th August 2019. Online:
http://hrmars.com/admin/pics/299.pdf.

Pany, Sesadeba. “Continuous and Comprehensive Evaluation: A Paradigm Shift in

Evaluation.” No Pages. Cited on 4th August 2019. Online:
https://www.reserachgate.net/publication/303819772.

“Principles of Assessment.” Cited on 7th August 2019. No Pages. Online

https://www.education.act.gov.au/_data/assets/pdf file/0011/297182/Teachers-Guide-
To-Assessment.pdf.
“Types of Classroom Assessment.” Cited on 2nd August 2019. No Pages. Online:
www.learnalberta.ca/content/mewa/html/assessment/types.html.