Quality Assessment Essay

“Assessment practises have a powerful impact on learning and teaching” (Curriculum Authorities of European Australia, 2005, p. 37). For instructors the focus is definitely on the utilization of assessment benefits; how they use those results to inform training decision making and whether they provide results that verify college students have indeed met the learning targets at first set. Thus, judgements are manufactured about the quality of assessments following your students’ performance. ‘High-quality’ assessments encompass a number of criteria’s and involve considerably more than simply measuring knowledge (McMillan, 2011) and are outlined under in eight key areas. 1 . Very clear Purpose – The initial decision can be clarify the purpose for the assessment. Why is the evaluation taking place? What is to be obtained from that? Will the tutor be using formative techniques to monitor student improvement or does the teacher use summative techniques to establish levels (Chappuis, Chappuis, & Stiggins, 2009)? “Knowing the reason for the assessment is important because this is going to determine what the assessment should certainly look like, how it is used and obtained, and how the results to be used (McMillan, 2011, p. 10)”. 2 . Described Learning Objectives –Are they will reasonable and do they ‘align’ with the point out standards, pupil characteristics and overall goals (McMillan, 2011)? Learning objectives need to be obvious and understandable to everyone (Chappuis, Chappuis, & Stiggins, 2009). Learning targets are very important as they determine expectations. three or more. Assessment Strategies – The assessment methods, using possibly selected or perhaps constructed reactions, need to arrange with the picked learning objectives (McMillan, 2011). “Selecting a great assessment technique that is not capable of reflecting the intended learning will endanger the accuracy and reliability of the results” (Chappuis, Chappuis, & Stiggins, 2009). These kinds of also need to functional and useful so as to never be too time consuming upon lessons. four. Fairness – Fair examination are impartial without the effect of discrimination or subjective factors (McMillan, 2011). “All students must have an equal opportunity to demonstrate all their achievement” (Curriculum Council of Western Down under, 2004, s. 38). your five. Validity & Reliability – Judgements should be based on all information and multiple measures that authenticate the conclusion (Curriculum Authorities of Western Australia, 2004). The analysis is ineffective unless the inference is suitable, useful, affordable and consistent (McMillan, 2011). 6. Criteria – Setting out criteria plays a role in students’ learning by making obvious the outcomes or perhaps goals they may be striving for (Curriculum Council of Western Down under, 2004). “The issue showing how student reactions will be evaluated lies in the middle of any kind of assessment” (McMillan, 2011, s. 35). 7. Feedback – Feedback ought to be clear and constructive. Responses by equally by the instructor and self-assessment allows students to take responsibility for their learning and helps college students “identify how to improve their learning” (Killen, 2005, p. 98) and ensure determination is high through positive consequences. Purchasing a new the lessons include a clear purpose, are well prepared and allow every students’ to demonstrate their accomplishments through a good, valid and reliable process, learning and teaching is improved and success is enhanced. “High top quality assessments include consequences that is positive intended for both students and yourself” (McMillan, 2011, p. 86). References Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The Quest for Top quality. Multiple Measures, 67 (3), 14-19. Curriculum Council of Western Down under. (2004). Programs Framework. Osborne Park: W. A. Killen, R. (2005). Programming and assessment pertaining to quality instructing and learning. South Thompson: Cengage. McMillan, J. L. (2011). Class Assessment: Guidelines and Practice for Successful Standards – Based Training (Fifth education. ). Boston: Pearson.

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