quantity-quality
marking/grading-advice for improvement
comparing-idenifying initiative
continuous long-term assessment, untimed, free-response format, contextudalized, communicative tasks
formative, interactive, feedback
criterion-referenced scores
behavioral pshychology, stimuluas response
constructivism, learner's role, interaction
facilitating learners
information-p*essing theory, autonomous learner, self-regulating
assessment for learning
assessment as learning
