�ݺ�ߣ

GENERAL PRINCIPLES IN
ASSESSMENT
BY CHOKOCHA M SELEMANI MBEWE, MZUZU UNIVERSITY, P/B201
LUWINGA, MZUZU

BASIC PRINCIPLES OF ASSESSMENT

Principle 1 - 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.

FACTORS AFFECTING TEST RELIABILITY

Principle 2 - 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.

TEST VALIDITY EVIDENCE ��ǲԳ�’d

 Concerned with whether or not content of test is sufficiently represented in
the test
 Can be ensured if all the content domains are represented in the test
 Table of Test Specification can be used to verify test validity

 Predictive validity is the degree to which test scores accurately predict scores
on a criterion measure.
 A conspicuous example is the degree to which college admissions test scores
predict college grade point average (GPA).
 While concurrent validity refers to assessments taken together or within a
short period of time of each other, predictive validity is the measure of one
assessment's ability to predict future measurements either on an assessment
or some other form of measurement.
 For example, an honesty test has predictive validity if persons who score high
are later shown by their behaviors to be honest.

AUTHENTICITY
 Authenticity is the quality of being genuine or real
 Authentic tests are the ones whose items relate to real life situations
 Five dimensions of authentic assessment:
(a) the assessment task,
(b) the physical context,
(c) the social context,
(d) the assessment result or form, and
(e) the assessment criteria.

AUTHENTICITY ��ǲԳ�’d
 Contains language that is natural as possible
 Items that are contextualised rather than isolated
 Includes meaningful, relevant, interesting topics
 Offers tasks that replicate/resemble real-world tasks

PRACTICALITY (IS IT PRACTICLE)

PRACTICALITY ��ǲԳ�’d

WASHBACK EFFECT (CONSEQUENCES)

WASHBACK EFFECT ��ǲԳ�’d

Principle 8 - 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.
 Information about assessment should be clear to users and consumers
 Information about assessment should be made accessible to all people
interested

Principle 9 - 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.

Principle 10 - 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.

Principle 11 - 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.

Principle 12 - 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.

Principle 13 - 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.

Principle 14 - 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.

Principle 15: Fair and minimise bias
 Assessments are fair to all learners irrespective of their characteristics (for
example, age, gender, etc)
 Assessment bias refers to qualities of an assessment instrument that unfairly
penalize a group of students because of students' gender, race, ethnicity,
socioeconomic status, religion or other such group defining characteristics
 Test bias refers to the differential validity of test scores for groups (e.g., age,
education, culture, race, sex). Bias is a systematic error in the measurement
process that differentially influences scores for identified groups
 In assessment no individual, group or groups of people should have an
advantage over others

Principle 16: Sufficient
 Enough work is available to justify the credit value, and to enable a
consistent and reliable judgement about the learner’s achievement
 Assessment should cover reasonable work that was actually taught or included
in the curriculum

�ݺ�ߣ

MCHS 2 General Principes in Assessment.pptx

Recommended

More Related Content

Similar to MCHS 2 General Principes in Assessment.pptx (20)

More from TiyaNkhoma1 (20)

Recently uploaded (20)

MCHS 2 General Principes in Assessment.pptx