TEF: Assessment


This dimension describes how instructors assess and evaluate student learning while considering institutional policies and procedures.

Sketch of magnifying glass in front of check mark.

Key Areas of Focus:

  • Use a variety of formative and summative assessment techniques to support learner achievement of learning outcomes based on validity, reliability, and fairness 
  • Adopt and/or develop and implement assessments in alignment with course and program outcomes 
  • Clearly communicate assessment and evaluation criteria and related information to learners 
  • Consider the issue of academic integrity when designing and implementing assessments 
  • Use timely formative and summative feedback to support student learning and development 

Sample Indicators of Effective Practice

Sample indicators are organized into three levels: Involved, Engaged, and Leading. Levels are not dependent on the length of time instructors have been teaching; Lethbridge College instructors begin their teaching careers with varied professional and academic backgrounds. Instead, as instructors move from Involved to Engaged to Leading levels, the complexity of demonstrated skills and tasks increases.


Instructors at the Involved level consider college policies, curriculum alignment frameworks (CAFs), and the need to provide learners with timely and constructive feedback gathered during the process of assessment and evaluation.


  • Aware of specific policies and practices related to grading, evaluation, and reporting of assessment results 
  • Identifies how assignments are aligned with course learning requirements (CAF) and learning activities 
  • Ensures that learners know evaluation criteria before they begin assessment activities
  • Aware of policies relating to academic integrity at Lethbridge College and conveys expectations to students
  • Identifies the differences between formative and summative feedback and provides timely, constructive feedback that is specific and relevant to attaining learning outcomes 
  • Aware that systemic inequities may disadvantage learners engaged in the process of assessment 


Instructors at the Engaged level ensure their assessments and methods of evaluation are aligned to course and program outcomes. Assessments and methods of evaluation are communicated and implemented in a timely, equitable manner; are valid, reliable, and fair; and show ongoing consideration for diverse learner needs.


  • Uses a few valid, reliable, and fair assessment tools with confidence 
  • Develops and adapts assessments that align with course learning requirements and course learning activities 
  • Ensures that learners know assessment criteria before they begin assessment-related activities
  • Chooses and develops assessments to enhance academic integrity
  • Uses a variety of formative and summative techniques to provide regular, constructive, and personalized feedback to support student learning 
  • Adapts assessment and evaluation resources and processes to ensure all students have equitable opportunities to participate in and benefit from feedback 


Instructors at the Leading level integrate a broad range of high-quality assessment techniques and methods of evaluation into their teaching practice and actively share their experience with colleagues. Assessments and methods of evaluation are valid, reliable, fair and show ongoing consideration for diverse learner needs. 


  • Incorporates peer-based assessment and self-assessment into a broad repertoire of tools and techniques to provide learners with alternatives for demonstrating what they know 
  • Shares various assessments and assessment design strategies that align with course learning requirements and course learning activities 
  • Ensures that learners are aware of assessment criteria well in advance of assessment activities 
  • Explores new strategies and collaborates with colleagues to promote academic integrity among students 
  • Shares methods for formative and summative techniques with colleagues, including information about validity, reliability, and fairness 
  • Integrates equity-mindedness into various roles as an instructor (teaching, research, service)