Some assessment tools that the IB proposes:
An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in student’s work and then how to rate that work on a pre-determined scale. Rubrics can be developed by students as well as by teachers.
Samples of students work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encourage to set benchmarks that are appropriate and usable within their particular school context.
These lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.
Anecdotal records are brief written notes based on the observation of students. “Learning stories” are focused, extended observations that can be analyzed later. These records need to be systematically compiled and organized.
These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.