Principles of effective Assessments
Introduction
Assessment is a crucial component of education, yet it is rarely the aspect that draws educators to the profession. When asked why they chose teaching, few faculty members respond, "because I like to develop and evaluate assessments." However, effective assessment is vital for understanding and improving learning.
The topic of assessment can be challenging due to the varied terminology used to describe its components. For instance, the term "assessment types" can be confusing—does it refer to the assessment's goal, purpose, or method? Another point of confusion is that the terms assessment, testing, and evaluation are frequently used interchangeably. However, as Jay McTighe and Steve Ferrara explain in their book Assessing Student Learning by Design, these terms have distinct meanings.
- Assessment is a broad term referring to the process of gathering and synthesizing information to better understand and describe learning.
- Testing is one specific method of assessment.
- Evaluation refers to the process of making a judgment regarding the degree of knowledge, understanding, skill proficiency, or product/performance quality based on established criteria and performance standards.
To avoid ambiguity, this section focuses on specific aspects of assessment with the purpose of providing faculty with clear, practical information on developing assessments. Key assessment principles, goals, purposes, methods, and strategies will be described to help faculty create more effective assessments.
Principles of effective assessment
Assessment serves as the crucial bridge between teaching and learning. It's not just about what you have taught, but what your learners have gained from your teaching. McTighe and Ferrara offer five sound principles for effective assessments to maximize teaching and learning. By consistently applying these principles when designing, implementing, and refining assessments, faculty can create more meaningful and impactful assessments that enhance learning and provide valuable insights into their teaching effectiveness
Assessments should serve learning
Effective assessments do more than just measure learning; they enhance it. They provide valuable feedback to both learners and instructors, guiding future learning and teaching strategies. For example, a formative quiz with immediate feedback allows learners to identify areas for improvement and helps faculty adjust their teaching approach.
Multiple measures provide more evidence
No single assessment can capture the full range of learning. Using various assessment methods provides a more comprehensive picture of learner knowledge and skills. For example, a course might combine written exams, project-based assessments, and oral presentations to evaluate different aspects of learner understanding.
Assessments should align with goals
Assessments must directly reflect the learning objectives of the course or program. This alignment ensures that what is being measured is what was intended to be taught and learned. For example, if a learning goal is to apply statistical concepts to real-world problems, the assessment should require learners to analyze actual data sets rather than just recite formulas.
Assessments should measure what matters
Focus on assessing the most important and enduring knowledge and skills. Prioritize depth of understanding and application over superficial recall of facts. For example, in a literature course, instead of asking learners to memorize plot details, assess their ability to critically analyze themes and character development.
Assessments should be fair
Fairness in assessment means providing all learners an equal opportunity to demonstrate their learning. This includes considering diverse learning styles, cultural backgrounds, and potential barriers to performance. For example, offering multiple formats for a final project (such as a written paper, oral presentation, or multimedia creation) allows learners to showcase their learning in a way that best suits their strengths.
These principles form the foundation for developing effective assessments that not only measure but also promote learning.
References
McTighe, J., Ferrara, S., & Brookhart, S. M. (2021). Assessing student learning by design : principles and practices for teachers and school leaders. Teachers
College Press.
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Last updated: December 12, 2024