Quality Assessment Essay

Assessment practises project a powerful impact on acquire and teaching (Curriculum Council of Western Australia, 2004, p. 37). For teachers the focus is on the enjoyment of assessment results how they ingestion those results to inform instructional decision making and whether they provide results that verify scholarly persons gestate indeed met the learning targets originally set.Thus, judgements are made about the pure tone of assessments after the students performance. High- character reference assessments encompass a number of criterias and involve a great deal more than simply measuring knowledge (McMillan, 2011) and are outlined below in seven key areas.1. Clear designing The first decision is clarify the purpose for the assessment. Why is the assessment victorious place? What is to be gained from it? Will the teacher be development pliant techniques to monitor student progress or depart the teacher use summative techniques to establish grades (Chappuis, Chappuis, & Stiggins, 2009)? Knowing the reason for the assessment is crucial because this will determine what the assessment should look like, how it is administered and scored, and how the results will be used (McMillan, 2011, p.10).2. define study Targets Are they reasonable and do they align with the state standards, student characteristics and overall goals (McMillan, 2011)? Learning targets need to be clear and understandable to everyone (Chappuis, Chappuis, & Stiggins, 2009). Learning targets are important as they define expectations. 3. Assessment Methods The assessment methods, using either selected or constructed responses, need to align with the chosen learning targets (McMillan, 2011).Selecting an assessment method that is incapable of reflecting the intended learning will compromise the the true of the results (Chappuis, Chappuis, & Stiggins, 2009). These also need to practical and efficient so as not to be too time consuming on lessons. 4. bazaarness Fair assessments are unbiased without the influence of discrimination or subjective factors (McMillan, 2011). solely students should have an equal opportunity to demonstrate their achievement (Curriculum Council of Western Australia, 2004, p. 38).5.Validity & dependableness Judgements should be based on all information and multiple measures that demonstrate the conclusion (Curriculum Council of Western Australia, 2004). The assessment is useless unless the inference is appropriate, useful, reasonable and tenacious (McMillan, 2011). 6. Criteria Outlining criteria contributes to students learning by making clear the outcomes or goals they are straining for (Curriculum Council of Western Australia, 2004). The issue of how student responses will be evaluated lies at the titty of any type of assessment (McMillan, 2011, p.35).7. Feedback Feedback should be clear and constructive. Feedback by some(prenominal) by the teacher and self-assessment allows students to take responsibility for their learning and helps students identify how they basis improve their learning (Killen, 2005, p. 98) and ensure motivation is high through positive consequences. By ensuring the lessons have a clear purpose, are well plotted and allow all students to demonstrate their achievements through a fair, valid and authentic process, learning and teaching is improved and achievement is enhanced.High quality assessments have consequences that will be positive for both students and yourself (McMillan, 2011, p. 86). References Chappuis, S. , Chappuis, J. , & Stiggins, R. (2009). The Quest for Quality. Multiple Measures , 67 (3), 14-19. Curriculum Council of Western Australia. (2004). Curriculum Framework. Osborne Park W. A. Killen, R. (2005). Programming and assessment for quality teaching and learning. South Thompson Cengage. McMillan, J. H. (2011). Classroom Assessment Principles and Practice for Effective Standards base Instruction (Fifth ed. ). Boston Pearson.