Assessment in learning is a process and learning outcomes that include using rubric and portfolio instruments. Learning assessment standards are the minimum criteria for assessing the process and learning outcomes of students in order to fulfill the learning outcomes of graduates.

The process of collecting information about student learning, analyzed and interpreted and documented related to the measurement of knowledge, skills, attitudes that can be measured from students referring to learning targets/learning achievements. Various forms of assessment used in the implementation of learning evaluation are:

1. Formative (mid-semester) and summative (end of semester/end of learning program) 
2. Referencing (criterion-referenced, norm-reference): Benchmark-referenced assessment (PAP) or normative-referenced assessment (PAN) 
3. Informal (instruments developed by lecturers) and formal (assessment with standard instruments)

Assessment of student learning processes and outcomes includes:

1. Assessment principles include educational, authentic, objective, accountable, and transparent principles that are carried out in an integrated manner. 
2. The educational principle is an assessment that motivates students to be able to improve their planning and learning methods; and achieve graduate learning outcomes 
3. The authentic principle is an assessment that is oriented towards a continuous learning process and learning outcomes that reflect students' abilities during the learning process. 
4. The objective principle is an assessment that is based on standards agreed upon between lecturers and students and is free from the influence of the subjectivity of the assessor and the assessed 
5. The accountable principle is an assessment that is carried out in accordance with clear procedures and criteria, agreed upon at the beginning of the lecture, and understood by students. 
6. The transparent principle is an assessment whose procedures and assessment results can be accessed by all stakeholders.

As for the assessment techniques and instruments:

1. Assessment techniques consist of observation, participation, performance, written tests, oral tests, and questionnaires. 
2. Assessment instruments consist of process assessments in the form of rubrics and/or outcome assessments in the form of portfolios. 
3. Attitude assessments can use observation assessment techniques. 
4. Assessment of mastery of knowledge, general skills, and specific skills is carried out by selecting one or a combination of various assessment techniques and instruments 
5. Assessment by Educators for Diploma III Midwifery, including aspects of knowledge, skills and attitudes, is carried out periodically in the form of exams (MCQ, essays), assignments, and clinical skills assessments (OSCE method). 
6. The final result of the assessment is an integration of the various assessment techniques and instruments used.

Assessment mechanisms and procedures:

1. Compiling, delivering, agreeing on stages, techniques, instruments, criteria, indicators, and assessment weights between assessors and those being assessed in accordance with the learning plan;
2. Implementing the assessment process in accordance with the stages, techniques, instruments, criteria, indicators, and assessment weights that contain assessment principles
3. Providing feedback and opportunities to question assessment results to students; and
4. Documenting assessment of the process and student learning outcomes in an accountable and transparent manner
5. The assessment procedure includes the planning stage, assignment or question giving activities, performance observation, returning observation results, and giving final grades.
6. The assessment procedure at the planning stage can be carried out through gradual assessments and/or re-assessments.
7. The assessment is carried out in accordance with the learning plan and can be carried out by:

• Lecturer or team of lecturers;
• Lecturer or team of lecturers involving students; and/or
• Lecturer or team of lecturers involving relevant stakeholders.