Systematic error that causes assessment results to be unfair to certain groups.

A hierarchical classification of cognitive skills from simple recall through comprehension, application, analysis, evaluation, to creation.

The extent to which the consequences of assessment use are fair, intended, and not harmful to stakeholders.

The underlying knowledge, skill, or ability that an assessment is designed to measure.

When an assessment fails to capture important aspects of the construct, measuring only part of what it should.

Factors that affect assessment scores but are unrelated to the construct being measured, threatening validity.

The principle that assessments should not advantage or disadvantage any group of learners.

Assessment conducted during learning to provide feedback and guide improvement.

Assessment where results have significant consequences for learners — determining progression, certification, employment, or licensure.

The degree of agreement between two or more independent markers assessing the same learner work.

The consistency of assessment outcomes across different occasions, markers, or versions.

Assessment conducted at the end of learning to certify achievement.

Instruction focused narrowly on preparing learners for specific assessment items rather than developing broader competence.

The extent to which an assessment measures what it claims to measure.

The effect of assessment on teaching and learning — how assessment influences what and how teachers teach and learners learn.