Myth # 2: Assessment practice and gathering evidence

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  • "All students in a class must be assessed at the same time"

  • "Offering different standards, tasks or contexts to students in the same class:

    • is not permitted
    • provides an advantage to some
    • is not fair."
  • "Student assessment evidence:

    • can only be used for one standard; no ‘double dipping’ is allowed
    • must all be presented in the same way using the same context
    • must be in writing."
  • "Portfolio evidence means that students have multiple assessment opportunities."

  • "The more evidence produced, the better the grade."

  • "Students can resubmit evidence for the same standard multiple times."


  • Students should be assessed when they are ready, where this is practical and manageable for the school.
  • Assessment should enable students to have a fair opportunity to achieve.
  • Assessment methods should not disadvantage particular learners, such as those entitled to special assessment conditions.
  • Students in a class:
    • can complete different standards
    • do not need to be assessed for all the standards offered in the assessment programme.
  • Different tasks and/or contexts can be used to assess individual students, as the teacher’s judgement is against the standard.
  • Evidence of achievement can be gathered in different ways, provided it meets the requirements of the standard, is authentic and can be verified. For example, evidence can be:
    • oral, digital, by a performance or practical
    • gathered over time as a portfolio
    • ongoing and integrated with learning
    • naturally occurring
    • gathered through observations and checklists
    • written.
  • As each standard assesses a different learning outcome, authentic evidence generated during teaching and learning may be used for more than one standard. This can be within a subject or across subjects.
  • Teachers can also:
    • use a single context to assess students against more than one standard
    • provide guidance on sufficiency of evidence
    • provide exemplars to show “what levels of achievement may look like”
    • review the number of credits in a programme of learning.

Assessment Opportunities

Gathering Evidence

Some other things to think about

  • Not all learning needs to be assessed. Assessment should not drive a learning programme.
  • By assessing fewer standards students can “do less, better”.
    • The sufficiency of evidence needs to be appropriate to the standard.
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