Students have a good idea of what they are expected to accomplish and how they can demonstrate their knowledge. For example, a student researching the Civil War's impact on New York City can direct his efforts knowing that he needs specific primary sources and graphic images to support a speech. Students perceive the relationship between content acquisition, skill proficiency, and assessment opportunities. By setting their sights on a demonstration, students can more readily see the connections and the relevance of their work. He may well devote more energy to reviewing copies of a test provided by students who previously took the course.
Students work toward self-assessment.
On a field trip to Lower Manhattan, she might sketch Civil War-era buildings and write reflective notes about how this activity helps her to understand the historian's role. The student assumes the role of a researcher and uses critical thinking skills as he or she finds facts and makes inferences to reach more conclusions. They are not receiving information passively and then simply giving it back to the teacher after memorizing it. A focus on assessment also implies changes in the role of the administrator. The administrator provides her staff with an overview of assessment throughout the institution.