Don’t waffle or descend into a longwinded diatribe that’s of little interest to anybody but you.6. Don’t use words just because they sound impressive.

Leave long paragraphs to novelists, and limit yours to a single thought. And leave jargon and corporate claptrap for the brochure (if you must use them at all).8.

Break up up your page with subheads and bullets to aid skim reading.10.

Use power words to charge up your writing’s impact, such as ‘revealed’, ‘proven’, ‘scientific’ and ‘breakthrough’.11.

The power of such an assessment doesn't come from intricate technology or from using a specific assessment instrument.

It comes from recognizing how much learning is taking place in the common tasks of the school day – and how much insight into student learning teachers can mine from this material.

learning is the snapshot in time that lets the teacher, students and their parents know how well each student has completed the learning tasks and activities. While it provides useful reporting information, it often has little effect on learning.

Comparing Assessment Is designed for the information of those not directly involved in daily learning and teaching (school administration, parents, school board, Alberta Education, post-secondary institutions) in addition to educators and students.

Wield an axe to flabby language and unnecessary words.

As Anton Chekhov put it, ‘Brevity is the sister of talent.’5.

Use positive inspiring language on what the reader ‘can’ achieve and ‘will’ be able to do.

Avoid negative terms that might dampen their spirits.9.

Usually compares the student's learning either with other students' learning (norm-referenced, making learning highly competitive) or the standard for a grade level (criterion-referenced, making learning more collaborative and individually focused).learning develops and supports students' metacognitive skills.