Assessment design and practice
Whatever assessment activities you design or choose, they need to meet the following criteria.
- Fit for purpose. They should provide a fair and fitting means of judging what they claim to judge and not some secondary issue. For example, a personal development activity that features drawing should judge learners' personal development, not their technical drawing skills.
- Unambiguous. They should not be open to a variety of interpretations that have the potential to wrong-foot the learner.
- Equitable. They should not disadvantage or exclude certain sections of the community, for example, by being culturally inappropriate.
- Accessible. They should be set at an appropriate literacy level and in a suitable format for people with sensory impairments or learning difficulties and/or disabilities.
- Constructive. Assessment should support learning and not undermine it. It should reveal what learners know and can do as well as what they have difficulty with.
For an alternative exploration of key principles, refer to the work of the Qualifications and Curriculum Authority (QCA).
To develop your practice further visit:
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