The design of assessments to be usable by all learners, including those with disabilities.

The specified environment and rules under which an assessment must be conducted — timing, resources, supervision, and permitted materials.

Specific statements describing what a learner must do to demonstrate achievement of a learning outcome.

Categories defining the types of skills and competencies being assessed.

A document specifying what will be assessed, when, by whom, and using which methods — the operational schedule for assessment delivery.

A structured plan showing how assessment items map to learning outcomes, criteria, and other dimensions.

The level of mental processing required by an assessment task.

The active verb in an assessment criterion that indicates the cognitive demand required.

A grading rule allowing strong performance in one assessment component to offset weaker performance in another.

A grading rule requiring learners to meet minimum standards in all assessment components — failure in one means failure overall.

The minimum mark or score required to achieve a particular performance level, such as a pass.

The minimum marks required for each grade classification, set after marking to maintain standards.

A statement defining what a learner must demonstrate to achieve a particular grade at qualification level.

The rules defining how component marks combine to produce final qualification grades — including weighting, compensation, and condonement rules.

Two or more versions of an assessment designed to be equivalent in content, difficulty, and scoring.

The process of determining cut scores or grade boundaries that define performance levels such as Pass, Merit, or Distinction.