“Assessment practises have a powerful impact on acquisition and teaching” ( Curriculum Council of Western Australia. 2004. p. 37 ) . For instructors the focal point is on the usage of assessment consequences ; how they use those consequences to inform instructional determination devising and whether they provide consequences that verify pupils have so met the larning marks originally set.
Therefore. opinions are made about the quality of appraisals after the students’ public presentation. ‘High-quality’ appraisals encompass a figure of criteria’s and affect a great trade more than merely mensurating cognition ( McMillan. 2011 ) and are outlined below in seven cardinal countries.
1. Clear Purpose – The first determination is clear up the intent for the appraisal. Why is the appraisal taking topographic point? What is to be gained from it? Will the instructor be utilizing formative techniques to supervise student advancement or will the instructor usage summational techniques to set up classs ( Chappuis. Chappuis. & A ; Stiggins. 2009 ) ? “Knowing the ground for the appraisal is important because this will find what the appraisal should look like. how it is administered and scored. and how the consequences will be used ( McMillan. 2011. p. 10 ) ” .
2. Defined Learning Targets –Are they sensible and do they ‘align’ with the province criterions. pupil features and overall ends ( McMillan. 2011 ) ? Learning marks need to be clear and apprehensible to everyone ( Chappuis. Chappuis. & A ; Stiggins. 2009 ) . Learning marks are of import as they define outlooks. 3. Assessment Methods – The appraisal methods. utilizing either selected or constructed responses. demand to aline with the chosen larning marks ( McMillan. 2011 ) .
“Selecting an appraisal method that is incapable of reflecting the intended acquisition will compromise the truth of the results” ( Chappuis. Chappuis. & A ; Stiggins. 2009 ) . These besides need to practical and efficient so as non to be excessively clip devouring on lessons. 4. Fairness – Fair appraisals are unbiased without the influence of favoritism or subjective factors ( McMillan. 2011 ) . “All pupils should hold an equal chance to show their achievement” ( Curriculum Council of Western Australia. 2004. p. 38 ) .
5. Validity & A ; Reliability – Opinions should be based on all information and multiple steps that authenticate the decision ( Curriculum Council of Western Australia. 2004 ) . The appraisal is useless unless the illation is appropriate. utile. sensible and consistent ( McMillan. 2011 ) . 6. Criteria – Outlining standards contributes to students’ acquisition by doing clear the results or ends they are endeavoring for ( Curriculum Council of Western Australia. 2004 ) . “The issue of how student responses will be evaluated prevarications at the bosom of any type of assessment” ( McMillan. 2011. p. 35 ) .
7. Feedback – Feedback should be clear and constructive. Feedback by both by the instructor and self-assessment allows pupils to take duty for their acquisition and helps pupils “identify how they can better their learning” ( Killen. 2005. p. 98 ) and guarantee motive is high through positive effects. By guaranting the lessons have a clear intent. are good planned and let all students’ to show their accomplishments through a just. valid and dependable procedure. acquisition and instruction is improved and accomplishment is enhanced.
“High quality appraisals have effects that will be positive for both pupils and yourself” ( McMillan. 2011. p. 86 ) . References Chappuis. S. . Chappuis. J. . & A ; 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 ) . Programing and appraisal for quality instruction and acquisition. South Thompson: Cengage. McMillan. J. H. ( 2011 ) . Classroom Appraisal: Principles and Practice for Effective Standards – Based Instruction ( Fifth ed. ) . Boston: Pearson.
