Characteristics of High-Quality Assessments

Assessments can have different purposes – Diagnostic, Formative or Summative. We have also seen that assessments can be in different formats and different levels on Blooms’ Taxonomy. Also, an Assessment is not ‘good’ or ‘bad’ based on a higher or lower level of Bloom’s but only based on alignment with the Learning Objective.

 A good assessment is supposed to show what we have truly learned. There are three qualities of good assessments. Educators should ensure these qualities are met before assessing students. They are:

  • Flexibility
  • Validity
  • Insightfulness
  • Assessments should be based on learning goals and needs.
  • Students should have flexibility to use either fixed-format or computer-adaptive assessment.
  • For students, to engage in an assessment experience that accurately reflects their understanding by utilizing adaptive technology
  • In purpose, with the capability to either evaluate a student’s individual growth or compare against national standards.
  • Assessments should produce data that accurately reflects what an educator is looking to test i.e. aligned to Learning Objective.
  • Each question should measure the skill or standard to which it correlates.
  • Assessments should be backed by research and experts, and is the result of rigorous evaluation.
  • Student assessment data should be actionable and empowers educators to become more effective
  • That opens new doors to understanding students, in their learning styles, pace, unique skills, and needs
  • That can be used to inform instruction, pedagogy, and further assessment
  • That is accessible to all stakeholders, including parents and students

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