Assessment processes should directly relate to course and curriculum goals. Assessment is most effective when it yields feedback that is part of a continuous improvement process for the individual student's performance, and in turn, the curriculum. Abilities must be developed and assessed in multiple modes and contexts When students have repeated opportunities to experience, practice, and assess an ability in varied contexts and at varied levels, the ability becomes an integral component of the student's behavioral repertoire. Multiple experiences in varied situations contribute to the transfer of an ability. Assessments should require performances that are related to those required in actual or anticipated situations.
Most abilities are multidimensional and complex.
Assessment is not a series of discrete milestones but part of a continuous and coherent learning process for the student. Assessment must involve expert judgment based on explicit performance criteria. Assessment must incorporate structured feedback to the student, the faculty, and the institution. Self-assessment must be an essential part of assessment, as well as a goal of the process. It is essential to the development of an autonomous lifelong learner.