In the past teachers tended to assess only the final product, for example the final exam or the finished article - using summative assessment. Although this form of assessment is still required and is often essential, the new curriculum has made us more aware that formative assessment conducted on a more continuous basis is more valuable to the learning process.

Assessment rubrics that are used during the process of learning assist the learner to learn just as much as they assist the educator to assess. Rubrics help the learners see what is expected of them and are an important part of setting standards for the learners. Rubrics can be created for a range of different processses and outcomes as well as for the final product.

Learning that takes place while working with information can involve a number of different processes and skills such as the success of team or group work, critical thinking, finding and evaluating information and communication. Click on the links below to see sample assessment tools:

As we have seen, with a facilitative/reflective style of teaching, many skills are acquired during the process of learning. The evidence of these skills can be observed by the educator or can be seen from a project journal/narrative if the learners are encouraged to keep one - thus monitoring and recognising the achievement of the outcomes and formally recording assessment of the process as well as the product.