This is the third and final of my three part series on the principles of great assessment. In the first post I focused on the principles of assessment design, and in the second on principles relating to issues of fairness and equality. This final post attempts to get to grips with principles relating to issues of reliability and making assessments provide useful information about student attainment. I have been putting off this post because whilst I recognise how important reliability is in assessment, I know how hard it is to get to grips with, let alone explain to others. I have tried to do my best to synthesise the words and ideas of others. I hope it helps lead to the better use of assessment in schools.
Here are my principles of great assessment 11-16
11. Define standards through questions set
The choice of the questions set in an…
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