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

Assessment that breaks performance into separate components or criteria, each scored independently.

Comments, marks, or symbols added to a script by a marker to justify or explain the marks awarded.

A formal procedure allowing learners or centres to challenge assessment results they believe are incorrect or unfair.

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.

The recurring process of planning, developing, delivering, marking, evaluating, and improving assessments over time.

A professional who designs, writes, reviews, and quality-assures assessment materials for qualifications.

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.

Assessment that requires learners to apply skills and knowledge in realistic, meaningful contexts mirroring real-world tasks.

A body recognised by a regulator to develop, deliver, and award qualifications. Also called an awarding body or exam board.

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.

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

The process of adjusting marker judgments to align with an agreed standard — a key outcome of standardisation.

An approved organisation — such as a school, college, or training provider — that delivers qualifications and enters learners for assessment.

The senior assessor responsible for the overall standard of an assessment — setting the paper, overseeing marking, and recommending grade boundaries.

The level of mental processing required by an assessment task.

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