First, information about the process is made available to those affected by it. Before their learning is assessed in a formal way, all students are informed about what they need to know, how they will be expected to demonstrate that knowledge, and what the consequences of assessment will be. They may not know the exact questions they will be asked, but they do know the nature of those questions. They get prompt and useful information about the quality of their work. When students understand the criteria used in judging their work and are shown examples of adequate and inadequate responses, their performance improves.
Openness contributes to equitable assessments.
When externally generated assessments are open, students and teachers receive timely information about how the information will be gathered and how the results will be used. The assessments are consistent with the learning goals students are pursuing in class. The results are reported promptly so they can be used in instruction. Sample items, clear statements of performance criteria, and illustrative student work help in the interpretation of the results. The public is given information about the classroom assessments that teachers are using as well as the assessments that are mandated by the district or the state or province.