Assessment is often equated and confused with evaluation, but the two concepts are different. Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a course or program. Assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum (Herman & Knuth, 1991). Evaluations often utilize assessment data along with other resources to make decisions about revising, adopting, or rejecting a course or program.

• Where do I begin? First and foremost, your design of test items should be based on the student outcomes you seek. The first step in designing a quality assessment is to analyze your learning situation by outlining goals and objectives, then determining the type of learning those outcomes represent (e.g., memorizing concepts, analyzing data, synthesizing resources, etc.).
  
  
• What types of test items are available and when should I use them? This section outlines pros and cons of different test item types, and helps you select appropriate item types based on your desired learning outcomes. Tips for writing effective multiple choice and true-false questions are also provided.
  
  
• Should I grade my assessments on a bell curve, or is it o.k. if all my students get "A's"? This section helps differentiate between norm-referenced competitive tests and criterion-referenced mastery tests to help you determine the most appropriate purpose for your assessment.
  
  
• How can I analyze a completed test to determine its accuracy and effectiveness? Test diagnostics such as item analysis can help you revise and develop better assessments.
  
  
• What testing tools are available to design online quizzes or rubrics for classroom or group performance? Educational Technologies facilitates faculty assessment by supporting various tools to develop online or in-class tests.