MATTER ONE: Five key concepts about quality assessment

In Scherer's (2009) article, mcdougal is certainly not stating that standardised assessment has no value, but that this should be used in conjunction to quality examination measures. The following paper pinpoints five key aspects of what constitutes top quality assessment.

We are informed that the aim of tests is in ‘building proficiency in basic expertise, closing achievement gaps, and fostering the best notch know-how and skills that pupils will need in a competitive global society' (Scherer, 2009, p. 5). Therefore , standardised assessments alone aren't an adequate standard in determining a present student's ability to master. McMillan (2007) emphasises the value of multiple assessment strategies as an ‘umbrella concept that includes different tactics, strategies and uses' (p. 5). By utilizing multiple steps, a student will be assessed reasonably.

To ensure top quality assessments, professors must turn into assessment well written. Teachers need to be ‘able to transform expectations in assessment exercises and scoring procedures' (Stiggins as cited in McMillan, 2007, l. 17), permitting an accurate accounts of students' abilities and, to disseminated this information to students and stakeholders. In becoming assessment literate, education professionals will be able to ‘transform assessment into a form of teaching', and also, being able to ‘educate those inside the general public, mass media, and policymaking positions who have blindly acknowledge the validity of virtually any test for any purpose' (Scherer, 2009, p. 5).

Therefore , assessment becomes a instructing tool and takes into mind both intellectual and constructivist theories. These types of theories look to engage and motivate college students in their learning experiences. Scherer's (2009) content supports evaluation as a instructing tool by simply encouraging student involvement in all of the facets of evaluation design and implementation. Students' who participate will have a clearer knowledge of learning goals and...


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