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RAT is an assessment framework for understanding technology’s role in teaching, learning and curricular practices, originally developed for PK-12 education, but it has been applied in higher education, especially in pre-service teacher education. The original purpose of the RAT framework was to introduce it as a self-assessment for preservice and inservice teachers to increase critical technological decision-making. Via Ana Cristina Pratas, THE OFFICIAL ANDREASCY 
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The Blended and Online Assessment Taxonomy Infographic presents types of activities and grading and feedback criteria to help you plan better assessments.
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Intended as a resource for game developers, learning designers, and assessment experts, GlassLab Research presents findings from GlassLab‘s efforts to build and test a new type of classroom tool – game-based assessments. In a series of publications over the coming years, GlassLab will document and share the Lab’s multidisciplinary frameworks for research, design, and development of game-based assessments.
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UNESCO has launched its Global Media and Information Literacy (MIL) Assessment Framework for the evaluation of countries’ readiness to create an enabling environment for MIL. The publication also aims to assess citizens’ competencies on MIL, particularly targeting teachers in service and training.
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After we have seen the difference between summative assessment ( assessment of learning) and formative assessment( assessment for learning), today I am introducing you to Mia's list of the 27 tips to reliably and validly assess your students learning performances.
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5 Assessment Strategies Every Teacher Should Know
Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms. For example, teachers responsive to interpersonal learning styles find cooperative group work a way to pull in those learners as well to give students with artistic, computer, dramatic, or organizational skills the opportunities to enter the learning experience through their strengths and interests. It follows that assessments should also provide opportunities for each student’s unique learning style to access his or her highest performance success level. A variety of assessment forms and some student choice can bring students to the assessment with less anxiety and increase the positive learning experience as well as providing the opportunity for them to demonstrate what they know (as opposed to what they don’t know).
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