The first in a 4-part series of blogs here from Evidence Based Education on Assessment. They argue that to effectively use assessment in school, we need to be sure that the assessment itself fits the purpose that it is going to be used for. i.e., if we want to show progress on a particular topic, are our assessments robust enough to see if this has happened?
"What sorts of assessments do you use in schools? Whether they are external standardised assessments, home-grown tests, or past papers, is everyone clear about what their intended purpose is and how the information from them will be used? Are they fit for their intended purpose, or have they been warped over time – bent out of shape to fit a need in school? Or perhaps they’re done because … well… “we’ve always done them”!
Make sure the most is made of your time on assessment with appropriate, dependable measures to make appropriate, dependable claims and judgements."
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