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Principles of Good Assessment

The document outlines 9 principles of good assessment: (1) Assessment should validly measure intended learning outcomes; (2) Assessment needs reliable and consistent processes; (3) Students and staff should receive clear and timely information about assessment; (4) Assessment should be inclusive and equitable without compromising standards; (5) Assessment should relate directly to program aims and outcomes while developing generic skills; (6) The amount of assessed work should be manageable for staff and students; (7) Programs should include formative and summative assessment; (8) Timely feedback should promote learning and improvement; (9) Staff development should include training to competently assess students.

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FATMA IZZATUNNIDA
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382 views2 pages

Principles of Good Assessment

The document outlines 9 principles of good assessment: (1) Assessment should validly measure intended learning outcomes; (2) Assessment needs reliable and consistent processes; (3) Students and staff should receive clear and timely information about assessment; (4) Assessment should be inclusive and equitable without compromising standards; (5) Assessment should relate directly to program aims and outcomes while developing generic skills; (6) The amount of assessed work should be manageable for staff and students; (7) Programs should include formative and summative assessment; (8) Timely feedback should promote learning and improvement; (9) Staff development should include training to competently assess students.

Uploaded by

FATMA IZZATUNNIDA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name : Fatma Izzatunnida

Class : Assessment in ELT C


NIM : 1900004109
Principles of Good Assessment
1) Principle 1 (Assessment should be valid)
Validity ensures that assessment tasks and associated criteria effectively measure student
attainment of the intended learning outcomes at the appropriate level.

2) Principle 2 (Assessment should be reliable and consistent)


There is a need for assessment to be reliable and this requires clear and consistent
processes for the setting, marking, grading and moderation of assignments.

3) Principle 3 (Information about assessment should be explicit, accessible and transparent)


Clear, accurate, consistent and timely information on assessment tasks and procedures
should be made available to students, staff and other external assessors or examiners.

4) Principle 4 (Assessment should be inclusive and equitable)


As far as is possible without compromising academic standards, inclusive and equitable
assessment should ensure that tasks and procedures do not disadvantage any group or
individual.

5) Principle 5 (Assessment should be an integral part of programme design and should relate
directly to the programme aims and learning outcomes)
Assessment tasks should primarily reflect the nature of the discipline or subject but
should also ensure that students have the opportunity to develop a range of generic skills
and capabilities.

6) Principle 6 (The amount of assessed work should be manageable)


The scheduling of assignments and the amount of assessed work required should provide
a reliable and valid profile of achievement without overloading staff or students.

7) Principle 7 (Formative and summative assessment should be included in each


programme)
Formative and summative assessment should be incorporated into programmes to ensure
that the purposes of assessment are adequately addressed. Many programmes may also
wish to include diagnostic assessment

8) Principle 8 (Timely feedback that promotes learning and facilitates improvement should
be an integral part of the assessment process)
Students are entitled to feedback on submitted formative assessment tasks, and on
summative tasks, where appropriate. The nature, extent and timing of feedback for each
assessment task should be made clear to students in advance.

9) Principle 9 (Staff development policy and strategy should include assessment)


All those involved in the assessment of students must be competent to undertake their
roles and responsibilities.

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