Assessment is one of the fundamental pillars of education. It allows us to determine whether students are achieving their learning objectives and how they are progressing in their overall development. In addition to knowledge, skills, competences and attitudes can also be measured. 

Consequently, well-designed assessment becomes a powerful tool for gaining a broader vision of student learning and in promoting a more comprehensive development.

The problem is that, many times, the selection of assessment instruments is not carried out with the necessary depth, which means that the results obtained are not very meaningful. In addition, it is important to be very clear about the specific skills that are being assessed with each instrument. 

What are assessment instruments?

Assessment instruments are resources used by teachers to collect information about student learning, skills, competences or attitudes.  They have to be permanently aligned with the learning objectives that have been previously established. 

They allow us to analyse and assess both the knowledge acquired and the processes followed by each student in their academic development.

  • Assessment instruments at infant level: during infant stage, they tend to focus more on observation and the recording of behaviour and attitudes.
  • Assessment instruments in primary school: during prmary education, the focus is on more structured tests such as questionnaires or concept maps.

Difference between assessment instruments and tools 

Although we often use the terms tools and instruments interchangeably, it is important to clarify that they are not the same. While instruments are the ‘what’, tools are the ‘how’. However, the two must complement each other in order for the assessment process to be effective.

  • Assessment instruments are specially designed to collect data. For example, a checklist or a written test.
  • Assessment tools: are resources or support that facilitate the application of the instruments. For example, this could be a digital platform or a signature on a project.

10 Types and examples of assessment instruments

Below we explain the different types of assessment instruments that exist:

  1. Observation scales

These are used to register the frequency or intensity of certain behaviours in learners. For example, we can assess how a child participates in group activities by setting a scale from ‘never’ to ‘always’.

  1. Checklists

These are lists of items that indicate whether a certain achievement or behaviour occurs. A common example would be a checklist of tasks to assess a student’s ability to complete a science experiment.

  1. Anecdotal record

This allows for occasional observations of unexpected events that may be relevant to the evaluation. For example, a teacher may record how a pupil has resolved a conflict during recess.

  1. Student notebook

The notebook is a key tool for continuous assessment. It reflects daily work, through notes, outlines or summaries. It also allows the assessment of skills such as written expression, organisation and dedication.

  1. Traditional examinations

These are structured tests that include oral or written questions. They allow us to measure knowledge, understanding and reasoning.

  1. Multiple-choice questions

These are useful for evaluating comprehension and meaning. For example, in a science test, one might ask: ‘Which organ is responsible for pumping blood? a) Kidney b) Heart c) Lung’.

  1. Concept maps

These are ideal for assessing a student’s ability to organise ideas and establish relationships between key concepts.

  1. Problem Solving

This instrument assesses understanding and reasoning through the detailed solution of different problems, explaining the steps involved.

  1. Questionnaires

These are very useful for obtaining quick information and measuring specific knowledge of a didactic unit.

  1. Monographic works

This type of assessment provides the opportunity to analyse and carry out in-depth research on a particular topic. For example, a project on ecosystems.

What skills are assessed with each instrument?

Each assessment instrument is designed to measure specific skills. Below is a table to illustrate this:

Instrument Capacities
Observation scales   Attitude
Checklists   Attitude
Anecdotal record   Attitude
Notebook   All skills
Traditional examinations   Understanding, expression and reasoning
Multiple-choice questions   Understanding, expression and reasoning
Concept maps   Understanding and reasoning
Problem Solving   Understanding and reasoning
Information-gathering worksheets   Understanding
Monographic works   All skills

How to adapt assessment instruments to the LOMLOE?

In recent years, the Organic Law Amending the Organic Law on Education (LOMLOE) has introduced important changes to assessment criteria, with a special focus on competences

This means that assessment instruments must be adapted to evaluate not only theoretical knowledge, but also skills and attitudes, ensuring that assessment instruments are inclusive, objective and truly reflective of the overall learning of the learner. In this regard, some of the most effective strategies are as follows:

  • Including self-assessments and co-assessments: students can reflect on their own learning or that of their peers.
  • Taking advantage of digital technologies: platforms such as Google Classroom allow certain aspects of assessment to be automated and data to be collected in real time.
  • Diversifying instruments: traditional tests are combined with hands-on activities and direct observations.

Thus, well-designed assessments tell us not only what students know, but how they think and grow. What would you like to try first?