| A | B |
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| Validity | relates to the process of accumulating evidence to support the appropriateness of inferences that can be made regarding the measure of performances or products. |
| Standards | Degrees of quality; the expected levels of quality or excellence to be attained and that are used as the norms by which actual performances are to be judged. |
| Rubric | an assessment tool for examining the quality of performance and declaration of expectations. |
| Reliability | refers to the consistency of scores, that is, the scoring that results from the use of the rubric should be consistent from one performance to another as long as the rubric remains constant. With repeated use of the rubric to assess the same skill or competency, the rubric should yield the same scores. |
| Rating-scale descriptors | Statements or phrases that are the characteristics related to the specific levels of performance for each of the individual criteria listed in the rubric. |
| Rating scale | a measurement technique for quantifying evaluative judgments about some entity such as a performance or a product. |
| Outcomes | statements of intention that state clearly what we want students to know or be able to do as a result of the educational program or course. |
| Analytic-Trait Rubric | This instrument has scoring that separates the whole into specific categories of criteria that are examined with great detail one at a time |
| Assessment | The process of observing learning and describing, collecting, recording, scoring, and interpreting information about a student's or one's own learning. |
| Criteria | Descriptions of attributes, characteristics, conditions or factors used to judge performance; the specific areas targeted for assessment and the focus areas for instruction and learning that represent both form and function; empirical measures or expectations used for making an evaluative decision and/or verification of quality; conditions that a performance must meet to be deemed meritorious or successful. |
| Feedback | Information in the form of opinions about and reactions to a performance or a product are intended to provide useful information for future decisions regarding their quality. |
| Holistic rubric | A tool that combines a number of performance or product criteria onto a single scale and is used to assess a more limited portion of a learner's performance in a more global manner |
| Learning objective | The competencies that are brief, clear, specific statements of what learners will know and/or be able to do at the end of an instructional or training activity. |
| Norm-referenced test | Performance score results are in relation to the performance of an external group and are designed to compare the tested group with the norm group that provides the performance standard. |
