Welcome to Module 5. In this module, we will be discussing Assessment and Feedback. Assessment is seen by a student as the last step in a course. The goal often is a good grade, and the focus on what is learned gets lost. A good teaching environment needs to be consistent. Teaching and assessment practices should be aligned to the ends of learning. The key is that the components in this teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities. In that sense, the learner is trapped and finds it's difficult to escape without learning what is intended. We can divide assessment into two major categories. Formative assessment is designed to improve student's skills by providing feedback, and is usually upgraded. Summative assessment, on the other hand, is designed to contribute to a grade for student, and is a formal activity that is usually focused on letting students demonstrate a range of skills and knowledge. In this module, we propose the rubric as an assessment tool which complies to constructive alignment. In a rubric criteria for the learning outcome will be aligned to levels of understanding. Each level of understanding will be giving a score and contributes this way to the final grade. In this module, we will show the rubrics not only can be used as an assessment tool, but also as a teaching tool. They can be used to facilitate feedback through formatively assessed activities, such as self and peer assessment and co-development of a rubric with students. On completion of this module, you should be able to apply constructive alignments to teaching in the laboratory and consider its consequences for teaching and learning. Summarize the steps required to create a rubric. Explain how a rubric can be used for assessment and for feedback. And create a rubric for assessing a student performing a lab activity. We hope you'll enjoy this module.