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Principles of assessment

The key principles underlying a system that learns in order to provide the best possible learning opportunities and outcomes for students.

Definition

Assessment describes a broad range of practices from informal evaluations of student learning and progress to formal summative examinations for the attainment of recognised qualifications such as NCEA. Assessment can be both formative, which means that it is used to inform ongoing teaching and learning, and summative, which is used to provide a measure of learning and progress. However, this is not a fixed distinction, as summative measures can also be used to inform the focus and direction of future teaching and learning. Sound educational assessment is characterised by validity, reliability and fairness in all assessment practices.

Relevance

Assessment is crucial to learning and is an integral part of the learning process. It also serves as a tool for summative measures that may be used for reporting and certification purposes. Effective assessment practices are fundamental to an education system that learns.

State of the evidence

Advances in educational assessment globally continue to influence thinking about assessment for and of meaningful outcomes for today’s students, as do considerations of how technology can be used for assessment to inform teaching and learning. There is a growing body of convincing evidence regarding the impact of effective formative assessment, although some aspects of assessment, such as self and peer assessment, remain under-researched.

In practice

Effective assessment practices:

Assess what is valued, not simply what can be measured
Enable students to be active participants in assessment
Develop the assessment capability of all stakeholders
Gather and employ a broad range of assessment information
Pay attention to and promote learner wellbeing
Consider the potential consequences of assessment

Guiding questions

How do we think about assessment practices as being part of and contributing to a learning system?
How do we ensure that our assessment practices are valid, reliable and fair?
Do we assess the knowledge, skills and competencies that are valued in our school?
How do we work to develop the assessment capability of students, teachers and leaders?
Do our assessment practices take place in a trusting environment in which the mana and wellbeing of students, teachers and leaders are protected and enhanced?

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