SDIT uses both traditional and authentic assessment in assessing their students.

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Authentic assessment usually includes a task for students to perform and any rubric by which their performance on the task will be evaluated.

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Traditional Assessment referring to the forced-choice measures of multiple-choice test, fill in the blanks, matching type and the like that have been and remain so common in education. Students typically select an answer or recall information to complete the assessment these test may be standardized or teacher-created. By: Jon Muller

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            I believed that the combination of the two assessment improves the teaching and learning. Quizzes, which only have multiple choice questions covering basic concepts and key ideas of a former lecture each time, it helps the teachers to measure student’s acquisition of transferring knowledge and to develop the teaching quality. When students made mistakes, they didn’t acquire the knowledge because of their misunderstanding or the teacher factor of explaining. Then the teacher find another way to explain the concept more clearly. The relationship between the time used to answer each question and accuracy of the question can reflect students learning in some way-shorter time with higher accuracy means students are likely acquire the knowledge, longer time with lower or even higher accuracy means students are not familiar with the knowledge and the shorter time with lower accuracy means students do not care.

            Behind the traditional and authentic assessment is a belief that the primary mission of schools is to help develop productive citizens. From this common two perspective on assessment diverge. The body knowledge is determined first. That knowledge becomes the curriculum that is delivered. Subsequently, the assessment are developed and administered to determine if acquisition of the curriculum occured.