Which type of assessment is appropriate for teachers to evaluate whether their students are meeting specific learning goals?

Criterion-referenced assessment is particularly suited for evaluating whether students are meeting specific learning goals because it measures student performance against a predefined set of learning objectives or criteria. This type of assessment focuses on the skills and knowledge students are expected to achieve, allowing educators to determine whether each student has reached the established benchmarks.

In a criterion-referenced assessment, the performance of students is not compared to that of other students; rather, it assesses how well each student meets the specified learning standards. This alignment with specific learning goals makes it an effective tool for teachers, as it provides clear insights into what students know and can do concerning the expected outcomes.

While norm-referenced assessments compare students to a larger group, formative assessments are typically used to monitor student progress throughout the learning process and may not necessarily align with specific learning goals. Diagnostic assessments are specifically intended to identify areas of difficulty in a student's learning. Therefore, the focus on predefined criteria in criterion-referenced assessments makes it the most appropriate choice for evaluating student achievement against specific learning goals.