▁accessible ▁to ▁the ▁lear ner ▁in ▁order ▁to ▁provide ▁meaning ful ▁feedback . ▁Any ▁feedback ▁should ▁be ▁able ▁to ▁provide ▁information ▁on ▁how ▁the ▁prof ic iency ▁can ▁be ▁improved ) ▁and ▁the ▁educ ator ▁needs ▁to ▁be ▁aware ▁of ▁the ▁effects ▁of ▁pra ise ▁during ▁feedback . ▁ ▁Re peat ▁instruction , ▁assess ment ▁and ▁feedback ▁until ▁the ▁student ▁ach ieves ▁a ▁pred et erm ined ▁level ▁of ▁master y . ▁ ▁Hall marks ▁of ▁standards - based ▁assess ment ▁▁ ▁Stand ards ▁( i . e . ▁learning ▁out comes ) ▁need ▁to ▁be ▁visible ▁and ▁understand able ▁by ▁students ▁ ▁Task s , ▁activities ▁and ▁assess ments ▁should ▁be ▁clear ▁about ▁which ▁standard ▁is ▁being ▁pract iced ▁ ▁Form ative ▁assess ment ▁should ▁be ▁used ▁to ▁give ▁feedback ▁to ▁students ▁about ▁their ▁progress ▁towards ▁a ▁standard ▁ ▁Ass ess ment ▁in ▁general ▁should ▁be ▁well - des igned , ▁accurate ▁and ▁high ▁in ▁valid ity ▁to ▁be ▁fair ▁and ▁accessible ▁ ▁Ex empl ars ▁should ▁be ▁used ▁to ▁give ▁students ▁an ▁understanding ▁of ▁how ▁achiev ement ▁against ▁a ▁standard ▁is ▁measured ▁ ▁Rub rics ▁should ▁be ▁used ▁to ▁assess ▁performances ▁and ▁constructed ▁responses ▁ ▁Select ive ▁response ▁( e . g . ▁multiple ▁choice ) ▁should ▁be ▁used ▁to ▁assess ▁basic ▁understanding ▁and ▁knowledge ▁( as ▁in ▁Blo om ' s ▁Tax onomy ) ▁of ▁a ▁specific ▁standard ▁( or ▁the ▁underlying ▁pre - re quis ite ▁concepts ▁associated ▁with ▁the ▁standard ) ▁ ▁Ge ographical ▁Dist in ctions ▁