Objectives = Assessment

Objectives should be measurable. Objectives that are learning oriented (EX: “Students will accurately describe four cause and effect relationships” vs “Students will accurately answer four of five comprehension questions”) focus on the actual skill that the objective targets.

Let's practice with a multiple choice quiz.

If your objective is "SWBAT tell the difference between three states of matter", what should your assessment be?
a. "Students orally state three states of matter when asked"

b. "Students label images with three states of matter."

c. "Teacher observation of class discussion"

d. "Answer completion"

e. "Students refer to states of matter t-chart from class notes to explain how solids are different from gases. Some S explain to a partner, some will explain to teacher."

Any guesses?

It's not A. If the objective were "Students can tell the three states of matter," then A could be the assessment.
It's not B. If the objective were "Students can identify three states of matter" then B could be the assessment.

It's not C or D. Those are both fine pedagogical practices (I certainly hope you're paying attention to what kids are saying and reviewing their work!). Those practices may help you know when to move on with part of a lesson, but they don't tell us what the student can actually do.

It's E. Not only does E tell me what students know (how to read a chart, properties of matter) but it also tells me what they can do- tell the difference between three states of matter.

Begin with the end in mind. What do you want students to be able to do? THAT's the objective. How will you know they can do that thing? THAT's the assessment.