A tool is something that we use to do a job. For example, a hammer is a tool that we use to hit a nail into a piece of wood. We choose the correct tool for the job. You would not try to hammer in a nail using a spanner. We can use tools in different ways. For example, when we hammer a nail into wood, we can hammer hard, a few times, or hammer softly many times, depending on the circumstances. How we use the tool, is our technique.

Assessment tools for collecting evidence:

In order to assess a range of learning processes, we need a range of assessment tools. We choose our assessment tool to suits the our purpose and circumstances. Here are a few examples: 

• observation sheets to record what we notice or hear. 
• quizzes
• tests and exams
• projects
• portfolios
• journals
• orals, presentations, report backs
• making, building, creating products
• practicals (observing the doing - in a laboratory or on a sportsfield)
• demonstrations (showing a process)

We use these tools to gather evidence to assess the process and/or the product of learning. When we assess, and how we give feedback determines whether the assessment is formative or summative.

Assessment techniques

We can use assessment tools in different ways i.e. we can use different techniques. For example, we may decide to use a test as an assessment tool. We can then decide how we will use it. Will it be a group test, or an individual test,
will it be written or oral, will it be self, peer or teacher assessed, and so on.

How do we judge the evidence?

We also need tools to help us to judge evidence. Otherwise the judgement is very subjective and based on one person’s opinion. Here are some examples of tools for judging assessment:

• assessment sheets - these are useful to help learners do self and peer assessment
• rubrics - these are particularly useful for criterion-referenced assessment, and are helpful in guiding self and peer assessment. We will use them extensively later in the module
• memoranda – these give a scheme for the assessor to follow
• lists of criteria – these give criteria for assessment for a particular task.

Learners need to know what will be assessed and how so that they can use this information to guide their learning.