While experimenting with the Rubrics plugin for Mahara, I came across the presentation of Makoto Miyazaki at Mahara HUI 2015 in Auckland, NZ. In "Rubric plugin: Assessment for/of Learning in Mahara" he talks about outcomes based course design, learning and reflection and assessment for/of learning. He draws eye-catching pictures to support his ideas which can be used well to illustrate processes of reflective learning, feedback and grading/assessment of learning.
Brendan Cawley of Coláiste Pobail Setanta school in Dublin, Ireland shows Assessment for Learning Using OneNote Class Notebooks in Microsoft's Office blogs (published in May 2016). He lets readers participate in the school's learning journey. For the assessment process, students are guided by learning objectives and can assess themselves using a checklist and Bloom's taxonomy.
The examples can serve as a guideline for the ATS2020 assessment process, keeping in mind, however, that learning outcomes are based in our model on negotiations between students (who set their own goals) and teachers (who outline the curricular learning targets and assist students in setting their goals). Rubrics will be elaborated on basis of the ATS2020 framework of transversal skills. Of course, ATS2020 teachers are not confined to the use of rubrics. Tools of self and peer assessment - as well as for formative assessment by the teacher can be checklists (like the one in Brendan Cawley's example), questionnaires, reflection stems, and many more.