Assessment Quality Checklist for Teachers

• Every question maps to an intended learning outcome.
• The assessment samples taught content at appropriate breadth.
• Recall, application, and reasoning match course goals.
• No important outcome relies only on one fragile item.
• The task does not assess untaught knowledge.

• Command verbs state what students must do.
• Context, data, diagrams, units, and assumptions are present.
• Pronouns and references are unambiguous.
• Marks reflect the expected work.
• Subpart and overall totals are correct.
• Negative wording is removed unless essential.

Complete the assessment from the student view and allow time for reading, planning, producing, and checking—not only expert solution time. Review whether early items consume disproportionate time and later items allow partial credit.

• Instructions and navigation time are included.
• Reading load is proportionate.
• A range of attainable challenge is present.
• Students can plan their time.

• Selected-response keys are independently verified.
• Reference answers contain essential evidence and alternatives.
• Criteria are observable and non-overlapping.
• Levels distinguish meaningful differences.
• Partial-credit rules are explicit.
• Rubric totals match question totals.

• Instructions do not rely on colour alone.
• Images and diagrams have alternatives where needed.
• Language complexity is necessary for the subject.
• Keyboard and assistive-technology use is considered.
• Timing and integrity settings have an accommodation route.
• Contexts avoid irrelevant stereotypes.

• Allowed notes, calculators, websites, collaboration, and AI tools are stated.
• Browser controls are described accurately.
• Event logs are reviewed in context, not treated as proof.
• Questions require application where appropriate.
• Students know how to report interruptions.

• The student view was previewed on a typical device.
• Links, media, equations, code, and downloads work.
• Times and timezone are correct.
• Submission and reconnection behaviour were tested.
• A contact and fallback procedure exist.
• No draft notes or hidden answers are exposed.

1. Ask another educator to review the assessment.
2. Resolve ambiguous wording and disputed keys.
3. Score samples near rubric boundaries.
4. Record approved alternatives.
5. Confirm authorised final approval.
6. Retain a versioned copy under appropriate access controls.