They are incorporating as many of the following elements as possible into those tools. If teachers and students are to be held accountable, tests must measure what is being taught and learned. Students understand the standards, criteria, and rubrics guiding and measuring their current curriculum as well as their exit requirements. Assessments are consistent and imply high expectations. Tools are developed that illuminate causes of good or poor performance, and that provide usable feedback with minimal analysis.
Specifics eliminate the possibility of grade inflation.
Quality work is defined as a requirement, not an option, within the bounds of developmental levels. There is clear differentiation between difficulty of task and quality of results. Current and anticipated work-related behaviors and attitudes are assessed and reported. Local reliability is achieved through collaboration and training, resulting in minimum variation among graders of similar work. There is a credible relationship between local and external performance results.