1. Uses the concept of the intended learning outcome to identify the end towards which all educational processes/activities are directed
2. Uses the concept of the intended learning outcome to distinguish assessment from the other essential features of educational processes/activities
3. Uses the concept of the intended learning outcome to distinguish instruction from the other essential features of educational processes/activities
4. Applies the concept of the critical level of specificity to educational planning and decision-making (i.e., distinguishes broad learning goals from those specified at a level appropriate for lessons and units of instruction)
5. Applies the concept of core capabilities to educational planning and decision-making
6. Applies the distinction between domains of learning to educational planning and decision-making
7. Distinguishes educational assessment from testing and grading
8. Distinguishes educational assessment from educational evaluation
9. Brings concern for the notion of validity to challenges and problems in assessment and evaluation
10. Brings concern for the notion of reliability to challenges and problems in assessment and evaluation
11. Can apply assessment information to evaluate educational activities
12. Can apply assessment information to build community