Assessment theories, principles and practices
|Learning and Teaching in Practice|
|Module 6: Critique learning design|
|Assessment theories, principles and practices||Introduction | Purpose of assessment | Effective assessment | Methods and tools | Summary|
- "Assessment means collecting and evaluating evidence to establish the level of an individual's performance, whether carried out by external methods (common assessment tasks, examinations and portfolio submissions), internal methods, or a combination of external and internal methods, or any other approved method" (NZQA,n.d.).
- Assessment terminology
- This varies depending on the type of qualification. For example, in unit standard qualifications (standards-based), assessment tasks are set to measure whether the specific performance criteria for each element in a unit standard are met. Whereas in national qualifications, assessments are designed so that participants can demonstrate that they meet particular learning outcomes for each course in the qualification. This is known as criteria-based assessment. You can browse a variety of unit standards and qualifications on that section of the NZQA website.
- Assessment evidence and performance
- Evidence can be of the process as well as of the product. For example, when assessing safe practice both the process, performance and product need to be examined. In other words, can a carpentry student use tools safely and can they create a house or components of a house that stays upright? Assessment of performance is only a snapshot at the one time, therefore different forms of assessment are needed to determine different aspects of knowledge and understanding or practical skills.
- Assessment for or of learning
- Assessment for learning is generally formative so that learning is encouraged. In contrast, assessment of learning is required to ascertain students' achievement and success.