"The way we assess tells students what we truly value. If we say we want critical thinking and then only assess the memorization of facts, we send a very clear message." — David Boud (2007)

Assessment involves the design, construction, implementation, and analysis of the tools and processes through which the teacher collects evidence of student learning, with the dual purpose of improving teaching and learning (assessment for learning) and certifying the achievement of objectives (assessment of learning).

The Assessment Continuum

The traditional distinction between formative assessment (to learn) and summative assessment (to certify) is increasingly being replaced by a continuum view, in which assessments differ by level of stakes and purpose, but all can contribute to learning.

Authentic Assessment

Authentic assessment (Wiggins, 1990; OECD, 2023) requires students to demonstrate their competencies by applying them in real or realistic contexts, moving beyond the limitations of traditional tests. It is particularly relevant for professional microcredentials.

Academic Integrity in the AI Era

The widespread use of generative artificial intelligence tools requires a profound rethinking of assessment practices. The TLC-DLMh adopts an "AI-forward" approach (rather than "AI-proof"): instead of attempting to make assessments invulnerable to AI, we design tasks that require cognitive processes that AI cannot replace.