- based ▁parad ig m , ▁students ▁have ▁the ▁freedom ▁to ▁demonstrate ▁understanding ▁in ▁diverse ▁ways , ▁including ▁( but ▁not ▁limited ▁to ) ▁selected ▁response ▁( e . g . ▁multiple ▁choice ▁tests ), ▁physical ▁constru ctions , ▁written ▁responses , ▁and ▁performances . ▁Of ▁course , ▁these ▁are ▁not ▁new ▁types ▁of ▁assess ments , ▁nor ▁is ▁the ▁concept ▁of ▁differenti ated ▁assess ment . ▁The ▁teacher ▁uses ▁all ▁available ▁observations ▁and ▁quant itative ▁information ▁to ▁summar ize ▁learning ▁with ▁reference ▁to ▁a ▁specific ▁standard . ▁With ▁these ▁data , ▁a ▁teacher ▁can ▁form ulate ▁the ▁steps ▁or ▁actions ▁that ▁can ▁be ▁taken ▁to ▁gain ▁master y ▁of ▁a ▁particular ▁concept . ▁That ▁is , ▁it ▁a ids ▁in ▁assess ment ▁for ▁learning . ▁ ▁One ▁of ▁the ▁key ▁aspects ▁of ▁standards - based ▁assess ment ▁is ▁post - ass ess ment ▁feedback . ▁The ▁feedback ▁a ▁student ▁receives ▁from ▁this ▁type ▁of ▁assess ment ▁does ▁not ▁emphas ize ▁a ▁score , ▁percentage , ▁or ▁statistical ▁average , ▁but ▁information ▁about ▁the ▁expect ations ▁of ▁performance ▁as ▁compared ▁to ▁the ▁standard . ▁A ▁standards - based ▁approach ▁does ▁not ▁necessarily ▁dismiss ▁a ▁summ ative ▁grade , ▁percentage , ▁or ▁a ▁measure ▁of ▁central ▁t endency ▁( such ▁as ▁a ▁mean , ▁or ▁median ). ▁However , ▁an ▁assess ment ▁that ▁does ▁not ▁reference ▁or ▁give ▁feedback ▁with ▁respect ▁to ▁a ▁standard ▁would ▁not ▁be ▁standards - based . ▁There ▁is ▁a ▁large ▁body ▁of ▁evidence ▁that ▁points ▁to ▁the ▁effect iveness